• 인간행동과 음악연구
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• 제19권2호
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• pp.27-53
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• 2022

본 연구는 고기능 자폐스팩트럼장애(ASD) 아동을 대상으로 학교에서 보편적으로 경험하게 되는 사회적 상황을 기반으로 구성된 음악극을 적용하였을 때 의사소통기술에 어떠한 변화를 보이는 지 알아보고자 진행되었다. 본 연구에 적용된 음악극은 실제적 상황에 대한 이해, 음악 안에서의 목표 행동 및 언어적 표현의 습득, 역할극을 통한 상황적 맥락 내 목표 행동의 실제적 적용을 유도하는 단계적 구조로 구성되었다. 대상자는 평균 연령 9세의 ASD 아동 3명이며, 주 2회 40분씩 총 8회기의 그룹 중재가 진행되었다. 결과분석을 위해 또래 및 성인(즉, 연구자) 대상 의견 개시 및 조율 행동, 대상자 간 자발적 상호작용 행동을 관찰하였으며, 사회적 기술 평정척도 실시를 통해 중재 전후 일상생활에서 나타나는 사회적 행동에 변화가 있는지 비교하였다. 분석 결과, 모든 대상자는 또래 대상 의견 개시 및 조율 행동과 성인 대상 자발적 상호작용 행동이 증가한 것으로 나타났다. 반면 또래에게 나타나는 자발적 상호작용 행동과 성인 대상 의견 개시 및 조율 행동에 있어서는 대상자 언어 및 발달 수준에 따라 개별적인 차이가 있었다. 이러한 결과는 사회적 상황 기반 음악극이 ASD 아동이 경험하는 사회적 환경과 유사한 맥락을 제시함으로써 실제적으로 요구되는 의사소통 행동과 타인과의 상호작용 시 자신의 행동을 보다 효과적으로 조절하도록 촉진할 수 있는 가능성을 뒷받침한다. 또한, 본 연구는 ASD 아동의 사회적 의사소통 향상을 위한 중재의 범위를 확장하고, 다각적 전략을 제시했다는 데 그 의의가 있다.

• 한국가정과학회지
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• 제1권1호
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• pp.1-13
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• 1998

This case study was designed to test the effect of eclectic play therapy with parent's counseling and education programs for aggressive 2 years old boy. It was found that the boy had some important problems about emotion control ability, social problem-solving skill, and basic daily living practices adding to aggressive behavior. After the treatment of 10 sessions which taken once in a week, he showed much improved ability about emotion control, social problem-solving skill and basic daily living practices, and didn't show any more aggressive behavior without proper reason. (Korean J Human Ecology 1(1) : 1∼13, 1998)

• Journal of Animal Science and Technology
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• 제61권6호
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• pp.379-387
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• 2019

The purpose of this study is to identify the effects of a group integrated intervention program that simultaneously conducts cognitive activities, physical activities, emotional activities and social interactions by integrating animal-assisted therapy (AAT) and integrated elderly play therapy based on the cognitive functions and depression of the elderly who live alone. This study follows a pre-test post-test design with a nonequivalent control group, to verify the effectiveness of a group integrated intervention. It applies a group integrated intervention program to 20 elderly people who live alone, aged 65 and above (10 in the experimental group, 10 in the control group), once a week for 90 minutes across eight weeks. The study went through MMSE-K, TMT-A and GDSSF-A to assess cognitive functions and the level of depression. The group integrated intervention increased the cognitive functions of the experimental group and decreased levels of depression. Therefore, this study verified that a group integrated intervention program of AAT and integrated play therapy of the elderly, is an effective for increasing cognitive functions and decreasing depression levels of the elderly who live alone. Based on these findings, the study suggests that there is a need to continuously expand group integrated intervention programs and provide relevant political support.

• 아동학회지
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• 제33권2호
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• pp.55-68
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• 2012

The goals of this study were to examine how children's recognition of various emotions, emotion expression, and social interactions among their peers differed according to their attachment styles. A total of 65 three to five years old children completed both attachment story-stem doll plays and a standard emotion recognition task. Trained observers documented children's valence of emotion expression and social interactions among their peers in the classroom. Consistent with attachment theory, children who were categorized as secure in the doll play were more likely to express positive emotions than children who were categorized as avoidant in the doll play. Children who were categorized as avoidant in the doll play were more likely to express neutral emotions among their peers than children who were categorized as secure and anxious in the doll play. The findings of this study contribute to the general attachment literature by documenting how attachment security plays a crucial role in having positive emotions in ordinary situations. It does so by also demonstrating how different attachment styles are associated with children's qualitatively different patterns of emotion processing, especially in terms of their expression of emotions.

• 한국주거학회논문집
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• 제27권1호
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• pp.41-50
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• 2016

This study aims to draw the factors of support and restriction as children play in the outdoor space through their participation. The 135 students (fifth- and sixth- graders) participated in the research using the mapping method included the daily diagram and the open-ended questionnaire. As the research results, the park, the school yard, the playground and the rest space were emerged as play spaces with high utilization rate. Through the analysis of play spaces based on children's perception, the physical and social-psychological factors are drawn as the factors of support and restriction. Some physical factors such as the location are relevant to social-psychological factors such as the friend and the danger. In conclusion, the physical factors which support or restrict children's activities have to be considered with the socialpsychological factors. And the result from children's experience and perception should be basis of providing appropriate spaces for children who are actual users of play spaces.

• 한국게임학회 논문지
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• 제10권6호
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• pp.89-96
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• 2010

본 연구는 소셜네트워크와 활발하게 연계되고 있는 스마트폰 플랫폼을 기반으로 한 농장경영 게임의 특성을 파악하기 위하여, 게임 내의 소셜 네트워크 플레이 경험이 스마트폰 플랫폼에서 보여지는 농장경영게임의 공간과 어떻게 연관되는가를 분석하고자 하였다. 스마트폰 플랫폼을 기반으로 한 SNS 농장경영게임의 플레이 경험은 주로 세 개의 모듈, 정작 모듈, 환경 배치 모듈, 공간 확장 모듈을 중심으로 이루어진다. 본 연구에서는 농장경영게임의 특성을 분석하기 위하여 공간경험이론을 바탕으로 외적 투시공간, 내부조망 공간, 상징적 기획 공간으로 나누어 각 공간에서 일어나는 플레이 경험을 중심으로 살펴보았다. 농장경영게임에서 플레이어는 고정된 시정을 통해 공간을 인식하고, 모듈을 재해석하여 재배치하는 데 있어 자신의 공간을 소셜 네트워크의 기본단위로 삼게 된다. 이러한 과정에서 공간은 단순한 배정이 아닌, 소셜 네트워크 게임에서 필수적인 협력 플레이를 일으키도록 하는 주체적 역할을 수행한다.

• 아동학회지
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• 제29권6호
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• pp.121-133
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• 2008

This study explored relationships among temperament, multiple intelligences and play characteristics of preschool children. Participants were 150 mothers of preschool children and 10 preschool teachers in Seoul. They responded to questionnaires; data were analyzed by correlation and multiple-regression major results showed there were positive correlations between emotionality sub-areas of children's temperament and play and between multiple intelligences and play as follows : (1) Cognitive play was predicted by linguistic intelligence and response of temperament, (2) Language play was predicted by interpersonal intelligence and physiology-regulation of temperament, (3) Social play was predicted by interpersonal intelligence and response of temperament, (4) Emotional play was predicted by logical-mathematical intelligence and emotions of temperament, and (5) Movement play was predicted by logical-mathematical intelligence.

• 아동학회지
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• 제25권6호
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• pp.225-240
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• 2004

Subjects were 15 teachers and 143 children at 15 child-care centers in Seoul that varied by quality of care. The Child Care Program Observation Scale(Rhee et at., 2003) was employed to observe the quality of the centers. Information on teachers' participation in play was collected by 20 units of observation for each teacher using a rating scale developed by the author. Children's behaviors were observed with time sampling method in 12 categories of play behaviors based on Social and Cognitive Play Scales(Rubin et al., 1978). Children's play behaviors varied by quality of child-care centers and teachers' participation in play. When child-care quality was high, teachers' participated actively in children's play and children showed developmentally appropriate play behaviors.

• 한국사회복지학
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• 제60권3호
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• pp.201-230
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• 2008

국가의 임의적인 침해로부터 국민의 재산권과 자유권을 보호하려는 소극적인 법치국가의 역할은 오늘날 의회민주주의 시대에는 더 이상 의미를 찾을 수 없게 되었다. 왜냐하면 오늘날 개인에게 기회와 사회보장적 급부를 제공하는 국가의 역할은 자유로운 삶을 유지하는데 있어서 기본권을 침해하지 않아야 하는 것 못지않게 중요하게 되었기 때문이다. 기본권을 침해하지 않는 소극적 국가에서 기본권을 보호할 뿐만 아니라 실현하는 적극적 국가로 현대국가의 역할이 변한 것이다. 그러므로 현대 의회민주주의에서 고전적인 법치국가 기능의 발전적 변화는 국민의 기본권 보호와 실현을 위해서 의회의 더 책임 있는 입법 활동을 요구한다. 따라서 현대국가에서 기본권 중의 하나로 인식되는 사회적 기본권의 구현에 있어서도 의회의 적극적인 입법 활동이 요청된다. 그러나 행정부에 입법권을 과도하게 위임하는 한국 국회는 사회적 기본권의 구현에 있어서 현대 의회민주주의가 요구하는 기준을 충족시키지 못하고 있다.

• 한국생활과학회지
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• 제20권3호
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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.