• 로봇학회논문지
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• 제17권4호
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• pp.447-454
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• 2022

This paper presents the psychomotorik-based play activities executed by the social robot at home which helps children's social and emotional development. Based on the theory and practice of the psychomotorik therapy, the play activities were implemented in the close collaboration between psychmotorik experts, service designers and robotics engineers. The designed play activities are classified into four categories depending on the main areas of child development. The robotic system that can express verbal and nonverbal behaviors was developed in order to play games with children and but also to make children have continuous interest during the play activities with it. Finally, the psychomotorik-based play service scenario and interactive robot system were validated by the expert group from the domain of child psychotherapy. The evaluation results showed that the play service and the robot system were appropriately developed for children from the experts point of view.

• 아동학회지
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• 제35권1호
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• pp.95-117
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• 2014

The study was performed at a childcare center based play therapy to help ameliorate the problems of infants in the borderline, self-concept, social interaction, infant's response changes observed during play therapy. The subjects of this study consisted of twenty eight infants between the ages of 4 to 5 years who exhibited behavior problems. All subjects were located in the Seoul. The play therapists were sent to the child care center, and conducted 16 sessions of play therapy to infants exhibiting problem behaviors. In summary, the results indicated the following. First, childcare center based play therapy was effective in improving infants' behavior problems in the borderline areas outlined above. Second, childcare center based play therapy had a positive effect on the self-concept of infants. Third, childcare center based play therapy had a positive effect on the social interaction among the infants. Finally, there was significant difference in the responses of infants during childcare center based play therapy.

• 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.

• 부모자녀건강학회지
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• 제5권2호
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• pp.253-276
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• 2002

Mother and infant relationship has a great influence on child's developments. Expecially, mother and infant relationship is affected by mother and infant interactions during one year after birth and an omen of mother-infant interaction after birth is mother-fetus interaction. This study was conducted to develop mother-fetus interaction promotion program of talking and tactual stimulation aimed at enhancing sensitivity of primiparas and to evaluate the effect of the nursing intervention program on mother-fetus interaction and mother-infant play interaction. Non-eguivalent control group posttest design was used, and Blumer's symbolic interaction theory and Barnard's mother-infant interaction model was used a conceptual framework of this study. Fifty primiparas and infant(26 mother-infant dyads for intervention group and 24 dyads for control group) were recruited from three general hospital and an OBGY clinic located in Kwang Nung city. Data was collected from January 30th to December 20th in 2001. For the intervention group, programed education which focused on mother-fetus interaction in the 1st trimester. Telephone counselling was provided with interval of two weeks. For two groups, home visiting for data collection of mother- fetus interaction was conducted at 36 to 38 weeks of gestational age. And mother-infant play interactions were assessed at 4 to 6 weeks after birth using videotapes. Play situations were videotaped and two trained observers analyzed the tapes. The data were analyzed using chi-square test and Fisher's Exact Test to test the equivalence of two groups, and the effect of intervention progrom was determined with t-test and Wilcoxon Rank Sum test. The results were as follows: 1. The significant difference was found in mother-fetus interaction between two groups(t=2.085, P=0.0425). It indicated that intervention progrom was effective in improving mother-fetus interaction. 2. The significant difference was found in mother-infant play interaction between two groups(W=347.5, P=0.0001). In subscale analysis, three subscales showed significant differences between the groups: interactional behavior of mother(t=5.921, P=0.0001), interactional behavior of infant(t=5.736, P= 0.0000), and synchronic interactional behavior of mother and infant(t=7.940, P= 0.0000). In conclusion, this study has shown that the applied nursing intervention aimed at enhancing sensitivity of primiparas promoted mother-fetus interaction and mother-infant play interaction. Therefore, this study suggests that this nursing interventions to increase maternal sensitivity to the fetus's movement should be broadly applied to primiparas, which can be beneficial for formation of mother - infant relationship, and for promotion the social, affective, and cognitive developments of their children.

• 한국보육지원학회지
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• 제12권5호
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• pp.115-136
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• 2016

The purpose of this study was to examine the main and interaction effects of fathers' parenting and their play participation on emotional regulation of preschoolers. The participants of this study consisted of 269 preschoolers (M: 61.4 months, SD: 15.3) located in Seoul and Gyeong-gi province. The results of regression analysis revealed that; 1) Father's parenting (such as rational instruction, friendly attitude) positively predicted child's emotion regulations. 2) The interaction effects of fathers' parenting (such as parenting participation, reaction, rational instruction, friendly attitude) with their constructive play participation predicted children's emotion regulations. Namely, fathers with higher constructive play participation showed higher emotion regulations of preschoolers under father's parenting participation, reaction, rational instruction and friendly attitude. 3) The interaction effects between fathers' functional play participation and father's parenting participation predicted children's emotion regulations. Findings indicate that fathers play a role in improving children's emotion regulation by parenting. Moreover, its effects appeared more apparently when fathers participated with constructive and functional play methods. In conclusion, it is suggested that fathering and the level of play involvement may be key variables for developing young children's emotion regulation.

• 대한간호학회지
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• 제32권6호
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• pp.823-831
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• 2002

This study is attempts to clarify the effect of infant massage for the promotion of primipara's mother-infant interaction Method: The term for collecting data for experimental group ranged from April 25, 2001 to June 5, 2001. The infants for this group were sampled among normal mother-infant from one postpartum care center located in J city. The term for collecting data for control group ranged from June 10, 2001 to August 3, 2001. The infants for this group were sampled among normal mothers infant from 1 general hospital, 1 university hospital and 1 postpartum care center located in J city. The experiment was implemented giving primipara education about massage based on protocol for infant massage provided by Johnson & Johnson Korea and they received 10 days of education, 10 minutes a day (from 10 to 11 a.m) In the post test, we videotaped both the control group and the experimental group visiting their homes 4 weeks after delivery to observe mother-infant play interaction. Data analysis was done using SAS and the homogeneity between general properties owned by both control group and experimental group and mother's perception scale for children was verified through -test. Mother-infant play interaction with both control group and experimental group was analyzed through t-test in the experiment. And analysis of mother-infant interaction points based on general properties was made using ANOVA and t-test. Result: Hypothesis that mother-infant play interaction with primipara who gave her infant a massage will be more active than that of the primipara who didn't was verified (t= -4.27, p=.0001). And the points in each item, points in each item were estimated as follows. Mother behavioral items (t=-4.96, p=.0001), infant behavioral item (t=-0.36, p=.71), mother-infant interaction reciprocity (t=-2.64, p=.01). Conclusion: An infant massage program can contribute to promoting the Mother-Infant Play Interaction positively.

• 한국보육지원학회지
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• 제12권3호
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• pp.137-157
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• 2016

This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.

• 한국보육지원학회지
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• 제15권4호
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• pp.37-57
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• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• 한국보육지원학회지
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• 제18권1호
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• pp.1-22
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• 2022

Objective: This study attempted to verify the effectiveness of parent education programs which emphasize parents' direct interaction with young children even when using digital devices. For this purpose, parents' play beliefs and their interaction with their children were evaluated by taking a pre-test and post-test. Methods: The subjects of this study were parents of young children attending child care centers. The collected data were analyzed by one-way covariate analysis (ANCOVA) to find out if there was a significant difference in post-test scores after controlling the pre-test as a covariate to minimize possible errors between groups before the experiment. Results: Parents, who had participated in the parent education program which emphasized parents' direct interaction with young children when using digital devices, showed higher increases of play support beliefs and parent-child interaction than the comparative group. Conclusion/Implications: This study confirmed that in order to develop digital fluency from early childhood, parents should avoid indiscriminate use of digital devices at home, maintain direct interaction with their children even when giving them digital devices to play with, and support healthy growth by way of continuing sensitive interaction with their children.

• 한국보육지원학회지
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• 제17권1호
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• pp.105-124
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• 2021

Objective: The purpose of this study was to explore the pathway from mothers' overprotective parenting to their child's peer play interactions mediated by internalizing problems, that is, social immaturity and withdrawal. Methods: Surveys were conducted on mothers and teachers of 341 children aged three to five. SPSS 22.0 was used to analyze the data using descriptive statistics. Structural modeling analysis was also implemented to test theoretical model using AMOS 21.0. Results: Maternal overprotective parenting, which increased social immaturity of their child, indirectly reduced the child's positive interactions with peers during play. Mothers' overprotection led to a higher level of withdrawal of their child while the effect of children's withdrawal on their peer play interaction was not significant. Because overactive parenting of mothers had no direct effect on peer play interaction, the complete mediation model representing a path from maternal overprotection to children's peer play interaction via their internalizing problems was partially supported. Conclusion/Implications: This study shows that overprotective mothers hinder their child to experience confident and mature manners, and eventually lead their child to be socially unskillful and incompetent. It was suggested to explore more individual characteristics of mothers and children to help overprotective mothers to take a step back.