• Title/Summary/Keyword: child's playfulness

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Structural Relationships Among Playfulness, Self-regulation and Ego-resilience of Child (유아의 놀이성, 자기조절능력, 자아탄력성 간의 구조적 관계)

  • Kang, Su Kyoung;Kim, Minjeong;Chung, Mi Ra
    • Korean Journal of Child Studies
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    • v.36 no.3
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    • pp.155-174
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    • 2015
  • This study examined the structural relationships among the child's playfulness, self-regulation, and ego-resilience. Through an examination of these relationship, this research aimed to analyze the direct and indirect influences of the child's playfulness on self-regulation and ego-resilience. The participants of this study consisted of 359 children attending kindergartens in the Seoul and Gyeonggi-do area. The sample was analyzed using the SPSS 21.0, AMOS 21.0, and Maximum Likelihood method (ML). The significance of the indirect effects was tested by means of bootstrapping. The results of this study were as follows: (i) the child's playfulness had a direct influence on relational ego-resilience; (ii) the child's playfulness directly affected self-regulation; (iii) the child's self-regulation directly affected relational and aptitudinal ego-resilience; and (iv) the child's playfulness was indirectly influential to relational resilience and resilient competency through self-regulation. The discussion also took into account the specific methods which can be used to enhance the child's playfulness and self-regulation.

Analysis of Causal Relationships among Playfulness, Interactive Peer Play, Teacher-Child Relations and Creative Characteristics (창의적 행동특성과 놀이성, 상호작용적 또래놀이, 교사-유아관계 간의 구조분석)

  • Hwang, Yoon-Se
    • Korean Journal of Child Studies
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    • v.29 no.6
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    • pp.245-257
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    • 2008
  • Subjects in this study on causal relationships among playfulness, interactive peer play, teacher-child relationships, and creative characteristics were 286 3- to 5-year-old children. Instruments were the Rating Scale for Creative Characteristic of Preschoolers (Lee et al., 2002), Children's Playfulness Scale (Bemett, 1990), Penn Interactive Peer Play Scale (Fantuzzo et al., 1995), and Student Teacher Relationship Scale (Pianta, 1991). Results showed : (1) significant relationships among social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness, friendliness in sub-areas of teacher-child relationships, play interaction in sub-areas of interactive peer play and creative characteristics. (2) Children's creative characteristics directly influenced social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness and of play interaction in sub-areas of interactive peer play.

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The Moderating Role of Young Children's Playfulness and the Association between Maternal Parenting and Young Children's Peer Competency (어머니의 양육행동 및 유아의 놀이성과 유아의 또래 유능성 : 유아 놀이성의 조절효과를 중심으로)

  • Lee, Sang-Eun;Lee, Ju-Lie
    • Korean Journal of Child Studies
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    • v.31 no.6
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    • pp.71-85
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    • 2010
  • This study examined the moderating role of young children's playfulness and the association between maternal parenting and young children's peer competency. The subjects of the present study were 132 4 or 5-year-old young children and their mothers recruited from child-care centers in Seoul and Gyeonggi-Do. The findings of this Study were as follows : First, maternal parenting influenced children's peer competency. Second, young children's playfulness influenced young children's peer competency. Third, the association between overprotective and permissive maternal parenting styles and young children's leadership abilities were negative only in the low cognitive playfulness group. Fourth, the association between maternal rejective and negligent parenting and young children's socialibility were found to be negative only in the low physical playfulness group.

Children's Playfulness in Relation to Preschool Adjustment and Behavior Problems (유아의 놀이성, 적응, 그리고 문제 행동과의 관계성 연구)

  • Ahn, Hyo-Jin;Lim, Youn-Jin
    • Korean Journal of Child Studies
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    • v.31 no.2
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    • pp.53-68
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    • 2010
  • The purpose of this study was to explore the relationship between children's playfulness, the degree of preschool adjustment and behavior problems. The subjects were 118 children from 3 child care centers and 5 kindergartens in Kyungbuk province. Children's playfulness was measured through the children's playfulness scale (CPS) and the level of preschool adjustment was measured through the preschool adjustment questionnaire (PAQ). The modified version of Kim's (2000) Preschool Behavior Questionnaire (PBQ), created by Behar and Stringfield (1974) was used to measure the acceptability of children's behaviors. The regression and correlation analysis was performed through the use of SPSS 12, and the findings are as follows. First, there exists a meaningful correlation between the children's playfulness, the degree of preschool adjustment, and the acceptability of behavior problems. Second, the degree of preschool adjustment appears to be a reliable predictor of children's playfulness.

Child Care Teachers' Playfulness and Teaching Intention: Focusing on the Mediating Effects of Recognition of Music and Movement Activities (보육교사의 놀이성과 음률지도 적극성: 음률활동에 대한 인식의 매개효과를 중심으로)

  • Lee, Ina;Lee, Wanjeong
    • Korean Journal of Child Studies
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    • v.37 no.2
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    • pp.1-11
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    • 2016
  • Objective: This study examined how child care teachers' playfulness and recognition of music and movement relate to their teaching intention of music and movement. Methods: Participants were 200 child care teachers in Seoul, Incheon and Gyeonggi areas. The data were analyzed for descriptive statistics, pearson's correlation analysis, hierarchical multiple regression analysis, and sobel test. Results: The main results were as follows: First, child care teachers' playfulness, teaching intention of music and movement and their recognition of music and movement were positively correlated. Second, child care teachers' playfulness influenced on their teaching intention of music and movement. Finally, teachers' recognition of music and movement mediated the relationship between teachers' playfulness and their teaching intention of music and movement. Conclusion: This study showed that teachers' playfulness influenced on their positive recognition of music and movement activities, which was the variable that caused mediation in the teachers' playfulness and their teaching attention.

The Relationships Between Use of Visual Media and Imaginative Playfulness in American Preschool Children (미국 유아원 아동의 미디어 시청과 상상놀이성간의 관계)

  • Shin, Nary
    • Korean Journal of Child Studies
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    • v.26 no.5
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    • pp.89-104
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    • 2005
  • Ecological predictors of imaginative playfulness were researched to test relationships among preschoolers' individual characteristics, socioeconomic status, their visual media use, and their imaginative playfulness. Data were collected from 202 primary caregivers and head teachers in childcare centers in Michigan, U. S. A. Use of visual media was coded by the program categorization of Anderson et al. (2001) and the Television and Movie Violence Rating Scale (Huesmann et al. 2003). Imaginative playfulness was rated by the adapted Playfulness Scale (Barnett 1990). Results of hierarchical regression showed that child characteristics of age and gender predictors contributed to their imaginative playfulness. On the other hand, children's visual media use and socioeconomic status of their families did not predict their imaginative playfulness.

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The Effects of Child Care Teachers' Playfulness on Teacher-Young Children Interaction: Mediating Effects of Teacher Efficacy (보육교사의 놀이성이 교사-영유아 상호작용에 미치는 영향: 교사효능감의 매개효과)

  • Kim, Jong-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.2
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    • pp.427-433
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    • 2021
  • This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

The Development and Validation of a Playfulness Scale for Infants & Toddlers (영아 놀이성 척도의 개발 및 타당화 연구)

  • Kim, Yeonsook;Lee, Jonghee
    • Korean Journal of Child Studies
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    • v.33 no.6
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    • pp.85-107
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    • 2012
  • In this study, the Infants & Toddlers' Playfulness Scale(ITPS) was developed and its reliability and validity were examined. The participants in this study consisted of 656 parents whose children were 8 to 36 months old. Five factors were identified from the results of the exploratory factor analysis performed on the 29 items that had been derived by analyzing existing research. The Goodness of Fit Indices(GFIs) of the confirmatory factor analyses, performed on the 1st-order 5-factor model and the 2nd-order one factor model, were both satisfactory. Concurrent validity was established by the high correlations of r = .631~.808(p < .01) between each factor of the ITPS and the total score of the Children's Playfulness Scale(CPS), an existing measure for children's playfulness. The reliability of each factor, as measured by Cronbach's ${\alpha}$, ranged from .773 to .883. Consequently, the ITPS developed in this study can be seen as a reliable and valid scale that can be used by parents to measure the playfulness of their infants and toddlers in a multi-dimensional manner.

The Effect of Father's Playfulness on Father-Child Intimacy - The Mediating Effect of Fathers' Play Participation - (아버지의 놀이성이 아버지-유아 친밀감에 미치는 영향 - 아버지의 놀이 참여 매개효과를 중심으로 -)

  • Jeon, Hey Young;Lee, Hee Sun
    • Korean Journal of Childcare and Education
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    • v.15 no.2
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    • pp.103-123
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    • 2019
  • Objective: The purpose of this study was to examine the mediating role of the father's play participation in the relationship between father playfulness and father-child intimacy. Methods: We conducted a survey of 500 fathers with 3~5 years olds attending kindergartens and located in Seoul and Gyeonggi province. Father's Playfulness Scale, Father's Play Participation Scale, and Father-Child Intimacy Scale were used as data measuring tools. The data collected in this study were analyzed using SPSS 22.0 Program. Results: As a result of examining sub-variables of play participation among fathers, it turned out that mediating effects occurred in physical play, role play, and function play. Conclusion/Implications: The results of this study suggest the necessity of developing a father education program to increase the intimacy between father and child as the role of father becomes increasingly important in the age of co-parenting.

The Mediating Effect of Teachers' Positive Beliefs about Children's Play on the Relationship between Playfulness in Teachers and Teaching Efficacy on Children's Play (교사의 놀이성과 놀이교수효능감의 관계 : 긍정적 놀이신념의 매개역할)

  • Kwon, Hye Jin
    • Korean Journal of Child Studies
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    • v.33 no.6
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    • pp.133-147
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    • 2012
  • This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.