• Korean Journal of Childcare and Education
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• v.12 no.5
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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.

• Child Health Nursing Research
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• v.12 no.4
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• pp.486-494
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• 2006

Purpose: This study was done to analyze children's play during hospitalization. Method: Data were collected from 36 play situations of hospitalized children, ages 2 to 6, hospitalized at 4 general hospitals, one in each city, Seoul, Suwon, Daejeon and Daegu. All observations were made in pediatric units during free-play periods. Each child was observed for 5 minutes at each observation and observed three times at each play session. Results: Of the children, 83.3% played on the bed. Play partners were mainly mothers. While 75.0% of children actively took part in play activity and 70.0% played with joy, 63.9% of play partners were more passive in the play. The most frequent play material was a small toy. The level of play was early stage of social and cognitive play, and dramatic play was observed in a few children over the age of 3 years. The play activities were conversional play, reflections of therapeutic procedures, imagination, and exploratory play. In the conversional play, children converted hospital equipments into play materials. Conclusion: It is recommended that health care team members should pay attention and actively participate in play of hospitalized children in order to help them have some control over the stress of the situation.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.191-214
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• 2015

The purpose of this study was to investigate variables which have an influence on young children's peer interactions. The data of 966 4-year-old children and their parents and class teachers were extracted from the 5th Panel Study on Korean Children in 2012 by Korea Institute of Child Care and Education. The data were analyzed by means of ANOVA, Pearson's coefficient and multiple regression. The results were as follows: First, boys' play disruption and play disconnection were higher than girls', and girls' play interaction was higher than boys'. Second, sociability and activity of temperament, and teacher-child interaction were related to peer disruption. Third, teacher-child interaction and sociability of temperament significantly affected play interaction. Controlling parenting behavior of the mother was positively related to peer interaction in girls. Fourth, teacher-child interaction, sociability and emotionality of temperament significantly affected play disconnection. Social parenting behavior of the father was negatively related to play disconnection in boys. Lastly, teacher-child interaction was the clearest indicator for young children' peer interactions. These findings suggested a potential role of the teacher in young children's peer interactions.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.229-240
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• 1997

This study analyzed the effects of teacher's scaffolding on children's verbal communication in dramatic play. Twenty-four five-year-old kindergarten children participated. The collected data were analyzed with the repeated measures analysis of variance and two-sample t-tests. The results showed that: the frequency of verbal communication strategies and children's episode length increased in the experimental group where the teacher intervened with the scaffolding. Children in the experimental group showed more positive response in the categories of minimal acceptances and enlarged acceptances. No gender differences were found.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.101-113
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• 2004

The purpose of this study was to compare young children's daily activities in the preschools of two different child-care approaches, i.e., project and traditional approaches. From two preschools. 20 children (M=71.3 months) were observed for 3 consecutive hours. The observers followed the target child, gathering data during 30-second "windows". The window was open every 2 and half minutes. To test the differences between two preschools, phi coefficient tests were used. Results showed that children of traditional approach were more exposed to and engaged in academic activities than those of project approach. In specific, children of traditional approach were more involved in academic and skill/nature lessons. A reverse tendency, however, was found in play activities. Children of project approach were more exposed to and engaged in play activities, especially in play with academic objects. And they were more exposed to conversation with their teacher than their counterparts. Children of project approach also showed more initiatives in their play activities.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.1
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• pp.173-181
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• 2014

In order to determine the effect of Korean traditional play on young children's social competence and resilience, 44 children were used in a study in the Korean traditional play program. The program was held 2 times per week for 7 weeks and was divided into control group and experimental group. The study found that there was a significant difference in children's social competence between the experimental group that executed Korean traditional play in comparison to the ordinary outside play group. There was a significant difference statistically in the sub-factors of social abilities of scrupulosity, cooperation and sociability; it found that Korean traditional play had a greater positive influence on children's social skills in contrast to ordinary outside play. Also results showed that there was a significant difference in resilience between the experimental group that executed Korean traditional play and the experimental group that executed ordinary outside play. This shows there is a positive effect in the increase in resilience from Korean traditional play on young children. However this study found that there was a significant difference in only resilience sub-factors of the ability to control emotions and there was no significant difference in the ability to control impulse, optimism, and problem solving ability, empathy skill, efficacy and active participation to challenges. In other words, Korean traditional plays had a positive effect on a sub-factor of young children's social competence and resilience, emotional control.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.1-18
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• 2015

The purpose of this study was to investigate the effects of the home environment of young children on their language and the quality of peer competence. The current study hypothesized that when the home environment of young children is desirable, the young children would be more likely to develop better language skills, which in turn, predict greater peer competence and lower levels of aggression and withdrawal in the interaction with peers at child care settings. The study used data of 1,802 families who have been participating in the Korean Child Panel Study since 2008. The results revealed that there was a significant relation from both positive home environment and better language skills to more positive play interaction and reduced play disruption and play disconnection. Home environment significantly predicted better expressive language development of young children and, in turn, higher scores on expressive vocabulary tests predicted greater peer competence and less negative play behaviors rated by child care providers. Statistical tests proved that the mediational effects of language skills between home environment and toddler's peer relationships were statistically significant. The study results emphasized the importance of language development in children's expanding social settings and the supporting role of rich and stimulus home environments in children's development.

• Korean Journal of Child Studies
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• v.32 no.2
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• pp.123-148
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• 2011

The purpose of this study was to explore children's experiences in a series of creative drama activities based around the use of picture books. The subjects were a total of 17 children 4 years of age. The research, implemented over the courses of 10 weeks, was integrated into their daily education curriculum. The children's drama activities were collected by participant observation, field notes, audio and videotape transcriptions, documentation of the young children's drama activities (eg. pantomimes, role plays & improvised expression, improvisations). The analysis reveals the following findings : 1) even shy and passive young children tried to participate in pantomime activities after reading books. 2) In role play & improvised expression activities, young children were immersed in the improvised situation and spontaneously expressed their emotions and thoughts as actors without the use of any scripts, in an impromptu manner. 3) In improvisation, young children collaborated with other children to create the improvisation by extending or transforming the content of the picture books through their own ideas.

• Korean Journal of Childcare and Education
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• v.20 no.3
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• pp.125-147
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• 2024

Objective: This study aims to implement an ecological transition education program for young children, based on a project approach, to investigate its effectiveness in enhancing sustainable development awareness, ecological literacy, and problem-solving skills. Methods: In this study, 56 five-year-old children from a preschool in S City were assigned to either a quasi-experimental group or a control group, with 28 children in each group. The project-based ecological transition education program for young children was conducted from July 14 to September 15, 2023. The experimental group explored the themes of 'marine life' and 'pets and animal welfare,' while the control group focused on different topics. The research employed independent sample t-tests and analysis of covariance (ANCOVA) for data analysis. Results: The project-based ecological transition education program effectively enhanced young children's awareness of sustainable development, ecological literacy, and problem-solving skills. Conclusion/Implications: This study is significant in developing an integrated, project-based ecological transition education program within a play-centered curriculum. It demonstrates how sustainable values can be effectively incorporated into play. Furthermore, the findings can serve as foundational data for implementing educational and childcare programs that nurture young children to become ecological citizens, leading sustainable futures.

• Journal of Korea Entertainment Industry Association
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• v.13 no.5
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• pp.185-193
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• 2019

Young children facilitate their social and emotional development by doing a lot of play activities with their peers. As an empirical survey study, this study is aimed at analyzing how the peer play interaction influences peer competency and self-regulation. To achieve that, a questionnaire survey was conducted with 271 young children aged 5 years who were going to the kindergarten in the G district of Seoul. With the data collected in the survey, frequency analysis, descriptive statistics, reliability test, correlation analysis and regression analysis were conducted by SPSS program. The analysis results are presented as follows: firstly, peer play interaction positively influenced young children's sociability, pro-sociality, and leadership as their peer competency factors; secondly, peer play interaction positively influenced their patience, endurance of waiting, and adaptation as their self-regulation factors. This study drew the conclusion that peer play interaction is a critical variable to predict young children's peer competency and self-regulation. Therefore, it will be necessary to continuously develop a variety of play activity programs which young children can join in the inside and outside of kindergarten in order to helps young children improve their peer competency and self-regulation, and to actively connect the programs with Nuri curriculum.