• The Journal of Korea Robotics Society
• /
• v.17 no.4
• /
• pp.447-454
• /
• 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.

• Korean Institute of Interior Design Journal
• /
• v.23 no.6
• /
• pp.204-211
• /
• 2014

This study aims to investigate the child patients' space use and behavior with its focus on the rest and play activities. The structural observation method followed by literature review adapted to find out the commonality and difference of play activities among the age groups. Children's development and types of play activities and participation in activities were reviewed through the related studies. Preliminary research on spatial composition and facilities and the observation of child patients' play behavior and space use was carried out as a main research. A total of 148 cases were studied and PASW 18, a statistics analysis program, was used for data analysis. The results are as follows; (1) The Lobby was important space as a play and rest area. (2) The subjects mainly played physical play and social-cognitive play. The result of this study provides fundamental data for designing children's hospitals that can contribute to the treatment and health improvement of child patients.

• Journal of the Korean Home Economics Association
• /
• v.49 no.9
• /
• pp.47-58
• /
• 2011

This study investigated the relationships among mothers' playfulness, play beliefs and rearing attitude. The participants were 261 mothers with young children. PSA(Playfulness Scale for Adults), PPBS(Parent Play Beliefs Scale), MBRI(Maternal Behavior Research Instrument) were used to collect the data. The data were analyzed by t-test, Pearson's productive correlation analysis, and stepwise multiple regression analysis. The results were as follows: First, mothers' rearing attitude varied by mothers' age, employment status, and educational level. Second, there were significant correlations among mothers' playfulness, play beliefs, and rearing attitude. Third, mothers' playfulness and play beliefs were reliable predictors of rearing attitude.

• Korean Journal of Child Studies
• /
• v.28 no.5
• /
• pp.143-159
• /
• 2007

This study examined the relation between the quality of constructive play and convergent and divergent problem solving. The subjects were 48 five-year-old children. Unit blocks were used to test the quality level of constructive play; a 40 piece puzzle and pattern blocks were used to test convergent problem solving; the pattern blocks also were used to test divergent problem solving. Children's block play was videotaped and pictures were taken of constructions made by children. Data were analyzed by correlation and stepwise multiple regression. Results showed statistically significant correlations between the quality of constructive play and convergent and divergent problem solving. Among the sub variables of constructive play, social play patterns affected convergent problem solving; diversity affected divergent problem solving.

• Journal of the Korean Institute of Landscape Architecture
• /
• v.14 no.2
• /
• pp.43-68
• /
• 1986

It is necessary that children's actual activities in the playgrounds should be analyzed for the study on the children's playgrounds. The purpose of this study is to establish the design principles for the improvement of the children\`s playgrounds in apartment complex by means of the various methods ; behavior mapping, questionaires and photo simulations. For the purpose of data collection, children are divided into three groups-infants(0 to 4 years), young children(pre ; 5 to 8 years, post ; 9 to 11 years), teenagers(7.2 to 14 years). The study results are as follows; 1) Analysis of behavior mapping : (a) Approximately 70 percent of the children observed stayed in the playground less than 20 minutes. (b) Playing time for each play apparatus was less than 5 minutes. (c) As a result of the observation, the duration time in the attic was 1 hour or more (d) The swing was the most frequently used apparatus as children's first and last choice. (e) Most of the users were young children(46.5%). 2) Analysis of questionaires : (a) Children considered that the existing playgrounds were lack of shadows and the play apparatuses are not interesting. (b) They felt danger and crowding at the multi-used wooden apparatus. 3) Suggestions for the playground design : It is necessary that the playgrounds are divided into the infants, the young children's and the teenagers'playground. (a) The infants'playground needs about 50 square meters and needs to be located in the apartment court. (b) The young children's playground needs about 330 to 660 square meters and needs to be located adjacent to the pedestrian road. (c) The teenagers'playground needs about 660 to 1000 square meters, which is needed for various ball games.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.12
• /
• pp.6125-6132
• /
• 2013

This study was designed to examine the relationships between rough and tumble play and children's social language use. The subjects were 90 children in a nursery school in N city. The data was analyzed using the Pearson correlation and stepwise regression. The results were as follows. First, there was a significant positive relationship between rough and tumble play, and the children's social language use. Second, the children's social language use' sub valuables had an effect on rough and tumble play. In particular, 'demand of action' has negative effects on the 'pull and push', and 'catch'. Furthermore, 'rejection' has negative effects on 'collapse' and 'rush'. This suggests that a rough and tumble play program can be developed to enhance the children's social language use.

• Korean Journal of Child Studies
• /
• v.35 no.2
• /
• pp.25-41
• /
• 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.

• Korean Journal of Child Studies
• /
• v.18 no.1
• /
• pp.143-162
• /
• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• Korean Journal of Child Studies
• /
• v.10 no.1
• /
• pp.11-25
• /
• 1989

The purpose of the present research was to study developmental trends in and relationships between recall, organizational strategy, and metamemory in young children. The subjects were 84 children, 14 boys and 14 girls at each age level, 4, 6, and 8. Two tasks (memory task & metamemory task) were used to assess children's recall, organizational strategy, and metamemory based on Sodian et al.(1986). All subjects were randomly assigned either to the play-and-remember condition or to the sort-and-remember condition. The two tasks were administered to children individually with the memory task followed by the metamemory task. The data were analysed by the statistical methods of two-way ANOVA, Student-Newman-Keuls post hoc test, Mann-Whitney U test, Kruskal-Wallis test, Pearson's correlation coefficient and Kendall's Tau. Children's recall (free, conceptually-cued, and perceptually-cued) level increased with age. There were significant experimental condition differences in free recall and conceptually-cued recall, but not in perceptually-cued recall. Children's organizational strategy showed differential developmental trends by experimental condition. Use of conceptual strategy at both encoding and retrieval increased with age in both experimental conditions. Use of perceptual strategy (PS) at encoding showed an inverted-U age effect in the play-and-remember condition, but PS decreased linearly with age in the sort-and-remember condition. There were significant age differences in metamemory, and there were significant correlations between recall and organizational strategy.

• Journal of Music and Human Behavior
• /
• v.6 no.2
• /
• pp.25-41
• /
• 2009

The purpose of this case study is to examine how group rhythmic playing can help enhance imitation skills for 3 children with developmental disabilities aged between 30-50 months. The program was composed of social musical play, the therapist's imitating the way young children played musical instruments, and the young children's imitating the way the therapist played musical instruments. Every session was videotaped, and the researcher and two music therapists checked the videotaped sessions to ensure the reliability of findings. The case study demonstrated the following results. First, the three young children who participated in the playing of rhythmic musical instruments showed an increase in imitation behaviors. Second, the infants exhibited the greatest change from 1 beat imitation according to the degree of difficulty of group rhythm musical instrument demonstrated. Third, the most radical change in the infants' ability to imitate appeared in Sessions 3-7 where the therapist imitated the operation and a performance of the infant. In conclusion, the activity of playing rhythmic musical instruments in a group generated improvement in the imitation ability of young children with developmental disabilities.