• Journal of Korean Elementary Science Education
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• v.17 no.1
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• pp.61-73
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• 1998

This research suggests science inquiry play of analogy as a teaming method to help the students in concrete operational stage to develop scientific thinking skills and to understand abstract science conceptions. The research focuses on/considers the characteristics and merits of the science inquiry plays, and the learning method by analogical reasoning. This learning through the science inquiry play of analogy can be considered as a meta-model for scientific thinking skill. The learning has the following processes: 1) Students analogize the abstract science conceptions and facts into play-type activities including the concrete contents such as students themselves, their physical-sensory motions, concrete objects, play methods, and play rules. 2) Students as analogized objects play a role physically and sensuously according to the methods and rules analogized in the play. 3) Students find out the concrete contents included in the science inquiry play of analogy, draw the results, and deduce the new conceptions from the results by reflective thinking and analogical reasoning.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• Journal of the Korean Institute of Landscape Architecture
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• v.29 no.5
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• pp.51-59
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• 2001

This paper presents a design of the Dasan Children\`s Park which is located Shindang- dong, lung-gu, Seoul which has an area of about 3,678$m^2$. Objectives for the design were to make nature-friendly space, learning space, interesting play space, space for every child, adventure play space, traditional play space, sense of place, and recycle space. For the space compositions a children\`s garden, a traditional play space, and a science play space were located around the S shaped main route. Facilities relating nature, science, culture. environment and adventure play were arranged in the 3 main spaces. The Children\`s Garden is a green space for learning and playing with natural elements. It is composed of a ecological learning space, a children\`s story garden, a children\`s song road, an environmental labyrinth, and a pall space leer handicap children. The Science Play Place is a place space for learning scientific theories through plays to which scientific theories were applied. It is composed of a total play structure, a math experience playground, a \"Keojunggi\" play space, a sound reflecting experience space, arid an infant playground. The Traditional Play Madang(space) is a space for traditional plays. It is composed of a traditional play pattern, a sun dial, and a floor fountain. The Recycle Road is a dragon shaped road fort learning about resource recycling and conservation. It is composed of a dragon head, body, tail space and a dragon bead(cint mani).int mani).

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.855-875
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• 2007

The purpose of this study is to suggest a guideline for outdoor play settings in child care centers. From March to July, 2005, data were collected from 223 directors at child care centers through a structured questionnaire, field measurement survey and non-participatory observation in seventeen child care centers in Seoul and Daejeon. The statistical methods for analysing data were frequency, percentage, mean, $X^2$ and F-test. The results showed as follows: 1)the existing outdoor playground area in child care centers should be expanded more than $4\;m^2$ per child. 2) Outdoor play facilities should be equipped with two structured play sets, a play facility for unstructured play and an adventure facility to make child's various activities possible and to promote child development. 3)flooring materials for outdoor playground should be required to use more than three kinds such as solid coverings (cf. asphalt, standard concrete), wood, lawn, soil or sands. 4)to let children enjoy various activities, outdoor playground area should be composed of various play facilities like indoor play gyms and should be independent but have good connections between play facilities depending on characteristics of play activities. 5)Play spaces of outdoor playground should be composed of physical play space, unstructured and dramatized play space, rest space, space for nature and adventure space. In addition, appropriate play equipments should be provided in respective play space.

• Journal of The Korean Association For Science Education
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• v.5 no.2
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• pp.113-137
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• 1985

It is the purpose of this study that is to develop the materials of the Scientific activities by the medium of "play" having influence on the growth of the lower grades in elementary school. For the sake of this object, this study develops and presents the materials of tile basic logical thinking play and sense-thinking play activities. And it analyzes the degree that they can be applied to the elementary science textbook of nature current now. As a result this provides 39 of materials of the sense-play and 23 of materials of the logical thinking play activities. And then, if the materials presented here are changed adequatly and have the same main subject as contents of the present textbook, we shall be able to utilize them for the textbook of nature.

• Child Health Nursing Research
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• v.25 no.2
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• pp.154-164
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• 2019

Purpose: The study aimed to develop a play toolkit to facilitate infants' and toddlers' symbolic thought and fine motor development. Methods: This study used a methodological study design including two phases of development and evaluation. After reviewing the play culture and developmental health issues in Kyrgyzstan through a literature review and interviews with local experts and parents, the toolkit was developed and evaluated using content validity and utilization tests. Results: The toolkit was based on Westby's symbolic play and the fine motor milestones in the Bright Futures Guidelines. The Toolkits were composed of an overall suggested play schedule according to the child's age, four kinds of play props, and a utilization guidebook for parents. The play props were a felt book, sorting and assembling blocks, cup blocks, and a tangram. The guidebook contained age-appropriate operating methods and alternative ways to use the materials. Conclusion: A play toolkit was developed to enhance nurturing practices among parents of infants and toddlers. The findings may help facilitate effective interactions between parents and their children. Considering that nurturing care is critical for achieving better child health outcomes, enhancing parenting resources and parent-child relations could function as an effective strategy for promoting child health.

• Journal of Korean Clinical Health Science
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• v.2 no.1
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• pp.47-57
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• 2014

Purpose. The purpose of this study is to investigate effects of group play therapy program on improvement of social skills of children with developmental disabilities. Methods. With 4-year children with developmental disabilities with developmental problems, group play therapy program with 16 sections, 40minutes for each section for 16 weeks was conducted, and by using Korean infant social skills test (K-SSRSP), social skills index (SSQ) between before and after applying group play therapy program on children with developmental disabilities were compared. Results. When group play therapy are applied on children with developmental disabilities, it was found that there was improvement of social skills including problem solving, emotional expression, sense of order and self-confidence. Conclusions. According to the result of this study, if more specific studies regarding group play therapy program are conducted and they can reflect on other integrated programs, then it is expected that there will be greater synergy effects on improving not only children with developmental disabilities but also social skills of them.

• Journal of The Korean Association of Information Education
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• v.17 no.2
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• pp.125-134
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• 2013

In this paper, we want to know the effect of elementary students' creativity thru the play-centered computer science educational program. We extracted educational content from computer science. The students addressed to the problems thru the play and found their own solution. Research result show significant difference in creative attitude of sub-area of creativity. We found that students were actively involved with pleasure in play, the rules of play was actively keep.

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.611-623
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• 2011

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.