• 한국보육지원학회지
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• 제9권2호
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• pp.311-330
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• 2013

본 연구는 가정환경자극 및 어머니-자녀 상호작용과 유아의 상호작용적 또래놀이 간의 관계를 밝혀보기 위하여 수행된 것으로써, 255명의 유아와 어머니를 대상으로 연구를 수행하였다. 가정환경자극, 모-자 상호작용, 상호작용적 또래놀이 간의 상관관계를 산출하였으며, 세 변인간의 관계를 구조방정식 모형으로 제시하였다. 본 연구의 결과는 첫째, 가정환경자극과 모-자 상호작용, 그리고 유아의 상호작용적 또래놀이 간에는 일부 요인을 제외한 대부분의 하위요인 간에 유의미한 상관관계가 있는 것으로 나타났다. 둘째, 연구의 가설모형에서 설정된 가정환경자극과 유아의 상호작용적 또래놀이 간의 관계에서 긍정적 및 부정적 모-자 상호작용을 매개로 한 모든 변인 간 경로는 유의미한 것으로 나타났다. 셋째, 가정환경자극은 유아의 상호작용적 또래놀이에 직접적인 영향을 미칠 뿐만 아니라 긍정적 및 부정적 모-자 상호작용을 매개로 하여 간접적인 영향을 주는 것으로 나타나 모-자 상호작용 변인의 매개효과는 유의미한 것으로 확인되었다.

• 한국주거학회:학술대회논문집
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• 한국주거학회 2008년도 춘계학술발표대회 논문집
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• pp.386-392
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• 2008

The purpose of this study is to clarify playground types by characteristics of playground environment in child care facilities, to analyze the needs and estimation of users according to playground types. The subjects of this study were care-givers, who assist outdoor play activities of children and manage safety in playground, to estimate adequateness of playground's environment to children's outdoor plays and to report needs. The data were collected by field measurement survey for clarification playground environments in 21 child care facilities and structured-questionnaire for estimation and needs of 181 care-givers in them. The major results showed the following. 1) The playgrounds were clarified to five type according to number of child and size of playground. The five types include A-type as large-scale facility/small-size playground, B-type as small-scale facility/large-size playground, C-type as small-scale facility/small-size playground, D-type as middle-scale facility/large-size playground, and E-type as large-scale facility/large-size playground. 2) The adequateness of playground environment of D-type were estimate higher than others. C-type were estimated lower than other types in size and outdoor play areas organization of playground. 3) The care-givers in D-type and E-type wanted to install various play equipments, but the care-giver in C-type didn't wanted to install play equipment. 4) The various outdoor play areas were needed in D-type.

• 아동학회지
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• 제16권1호
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• 한국보육지원학회지
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• 제15권6호
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.

• 의료ㆍ복지 건축 : 한국의료복지건축학회 논문집
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• 제9권2호
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• pp.51-58
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• 2003

The elements of a medium for gathering the able bodied and the disable bodied children are examined within the scope of this study. Starting from the importance of play for the children, the characteristics and the properties of middle childhood are chosen as domain. This study showed that though most of the playground sites were accessible to Physically disabled Children, and were safety. For Physically disabled Children, the opportunities to play in a play area depend largely on the accessibility of the facilities, this study also explored the play experience of children with disability. The play spaces and the playgrounds including the equipment are examined. The results of study suggest there be creatived planning items in terms of accessibility and domain, which, in detail, are summarized in following six points; Accessibility, Barrier-free, convenience, movement, safety, domain. A guideline on the design of an accessible & safety playground for Physically disabled Children should be made.

• 한국실내디자인학회논문집
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• 제23권4호
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• pp.169-180
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• 2014

Since Seoul city supplied 'Sangsang Children's Park', domestic children's parks are changing from formal facilities to creative play space recently. From eco-friendly safe playground model development project, the awareness of eco-friendly playground, namely children's park is increasing and its necessity is magnified. However, we could not know how well most children's parks aimed at the eco-friendly playground reflect eco-friendly features and whether they are eco-friendly or not because there are not the specific planning guidelines and evaluation standards for making the eco-friendly playground or children's park. Therefore, in this study we established the environment-friendliness evaluation standards of children's parks and estimated the environment-friendly features of the 9 parks built on the subject of green among Sangsang Children's Parks. In the observational survey of the 9 parks, we evaluated the environment-friendliness of these parks in the 8 fields(location and placement, ecological environment, play space, play equipment and facilities, additional facilities, materials and resources, energy saving, environmental load reduction) according to the levels(suitable, partial reflection, unsuitable, non-reflection) of reflection of eco-friendly planning factors. The assessment results showed that 4 items (location and placement, additional facilities, play space, play equipment and facilities) were suitable and others (energy saving, environmental load reduction, ecological environment, materials and resources) were partial reflection or unsuitable. Therefore, on the basis of these results, this study proposed the planning indicators to be considered first and the planning factors that should be complemented and improved in the construction of eco-friendly children's park in future.

• 대한건축학회논문집:계획계
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• 제34권11호
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• pp.33-44
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• 2018

During the course of play, children gain special experience in a place where they can explore their surrounding environment and feel emotional stability. This experience of attachment to the place of play is very important in that play can serve as a measurement of the child's growth and development. Therefore, the environment surrounding the child should be understood as a meaningful place that affects a child's life beyond the place of play. The purpose of this study is to propose a spatial planning method where the formation of place attachment is considered in the design of child care facilities, as this is where preschool children spend much of their early formative years. The research methods are as follow: First, we surveyed the relationship between child development and place attachment through literature reviews and found that the factors that form place attachment were summarized as accessibility, complexity, segmentation and nature friendliness. Second, we examined the spatial characteristics of Mitsuru Senda, a Japanese architect who has been intensively studying children's play environments, as well as the characteristics of children's play proposed by his academic research. Finally, we analyzed the relationship between the spatial characteristics supporting play shown in Senda's work, and the four factors of place attachment formation and proposed a planning method for space design applicable to child care facilities.

• 한국환경교육학회지:환경교육
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• 제21권4호
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• pp.12-24
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• 2008

In this research, we have carried out an experiment with grade 10 students. Students will be choosing their roles and creating their own script in relation to the environmental problems such as the seriousness of global wanning and the mutation of ecosystem. Throughout this process, they will come up with a solution to the problem In addition, we will assess students' knowledge achievement as well as the changes in attitudes toward environment, and analyze whether the role-play method of education is efficient or not. According to the research result, we have confirmed that the method of role-play as a education tool was more efficient than the traditional lecturing method. Students experienced higher rate of knowledge acquisition and more optimistic effects on their attitudes toward the mutation of ecosystem and also the seriousness of the global wanning. Students also pointed out in the interview that the role-play allowed them to share their thoughts with other classmates, which were not carried out frequently in the traditional education system In addition, each member of groups could participate cooperatively with teammates, which ultimately helped them to develop scientific and introspective ways of thinking.

• 아동학회지
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• 제19권1호
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• pp.131-140
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• 1998

The purpose of this study was to describe relations between the rough-and-tumble play of preschoolers and their social competence. The subjects were 61 4-year-olds and 59 5-year-olds. Children were observed on a day care center playground during free play time. Teachers were asked to rate the children's social competence. The results indicated that the incidence of rough-and-tumble play varied according to the sex of the child and the physical environment of the playground. Children's rough-and-tumble play was negatively correlated with measures of social competence.

• 아동학회지
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• 제35권2호
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• pp.25-41
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• 2014

The purpose of this study was to investigate the relationships between play behaviors and young children's playfulness in a variety of play space environments. The subjects were 150 4-year old children of 29 mixed-age classes in childcare centers of Seoul and Gyeonggi area. The results were as follows; (1) Their play behaviors differed according to their play environment in terms of classroom spaces. Solitary-active play behaviors were more frequently observed in large play spaces than small. (2) Leading participation, cognitive flexibility, voluntary full immersion, and total playfulness scores correlated negatively with reticent behavior. Leading participation, voluntary full immersion, and total playfulness scores, on the other hand, correlated positively with group play behavior. (3) In small play spaces, leading participation, voluntary full immersion correlated negatively with reticent behavior, but leading participation correlated positively with group play. In middle play spaces, cognitive flexibility correlated negatively with reticent behavior. In large play spaces, voluntary full immersion correlated negatively with parallel play, but leading participation, cognitive flexibility, expressions of joy, voluntary full immersion, and total playfulness score correlated positively with group play.