• Korean Journal of Child Studies
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• v.30 no.6
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• pp.459-472
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• 2009

This study investigated educational effects of soil play activities by analyzing the influence of soil play activities on children's nature-friendly attitudes and emotions. Fifty 5-year-old children enrolled in K-kindergarten in Y-city were randomly selected for the study. Assessment of nature-friendly attitudes and emotions was by 11 questions selected from Musser & Diamond's (1999) Pro-environmental Attitude Test (adapted by Lee, Hye Sun, 2006) and from Bar On and Parker's (2000/2001) Emotion Test, an Emotional Quotient Scale for Young Children. Results showed that children who participated in the Soil Play Activities program acquired more nature-friendly attitudes and emotions than the control group. In conclusion, soil play activities can improve nature-friendly attitudes and emotions of 5-year- old children.

• Architectural research
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• v.14 no.2
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• pp.57-65
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• 2012

This study was focused on the new town residential complex in suburban Hefei, China, which was carried out a survey on the present conditions of children's play space. The residential complexes and play spaces in Hefei, regardless of installation, the standards for the installation of play facilities were not provided legally, and the types of installation of the play facilities also were not standardized. For the play space in residential complexes in China to carry out original functions under the condition and become a place of everybody's activities not just for children, the following should be improved:(1) There is no provision and standard for the size of play space, so the standards for installation of play space with safety like Korea, Japan and the US are necessary. (2) The location of the play space should be able to guarantee maximum play activities to children, and the independence of the space should be secured by putting it in a place far from a footpath or pass way. (3) Since children's play space has different properties from those of green space and resting spaces, separate environmental planning is necessary.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.197-210
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• 2000

This integrative review of research on the role of toys in the pretend play of young children investigated claims about the relative effects of abstract or unrealistic compared with concrete or realistic toys. Researchers and educators acknowledge the benefits of pretend play as an expression of the child's capacity of symbolic functioning and they attend to strategies for promoting pretend play at each stage of its development, including the selection and presentation of playthings. Highly structured or realistic toys were once thought to impede pretend play because they can only be used for a single intended purpose whereas less structured toys are pliant and hold the child's interest over longer periods of time as new ideas are tried out. However, the present review suggests that realistic toys are effective for very young children who still have limited representational capacity, and that realistic toys continue to give impetus to make-believe even for kindergarten children.

• Journal of information and communication convergence engineering
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• v.21 no.2
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• pp.145-151
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• 2023

This study aimed to determine whether there is a significant difference in play properties in the case of media conversion through the combination of analog three-dimensional puzzles and immersive media in children's experience. Based on Roger Caillois' play theory and the contents of previous research, an experience was conducted on an experimental group and control group, and a questionnaire was prepared. The results of the correlation and paired t-test analysis showed that the play properties were higher and more evenly distributed in the media conversion immersive experience. This implies that an increase in children's fun during the immersive experience further increases their immersion, suggesting that the use of immersive media may have a positive effect on children who achieve holistic development through play and experience. We hope that this study will help recognize the difference in effectiveness through conversion into immersive media and will be referenced in various media studies that consider double-play properties.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.99-117
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• 2012

The purpose of this study was to investigate children's theory of mind in pretend play and story-making, from a qualitative perspective. Three-to-five year old children participated in group play and individual story-making activities. Children's narratives undertaken in two tasks were video-taped, transcribed, analyzed and reorganized into three key propositions, in consideration of the field notes that the researcher had taken. The children started their pretend play and story-making activities by 'forming connections among minds' of participants or story components. They continued to engage in pretend play and story making by 'dealing minds constructively and consistently' to keep their themes. Finally they resolved discordances in play and story-making by 'settings different mind windows and moving among them flexibly'.

• Korean Journal of Human Ecology
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• v.23 no.1
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• pp.31-46
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• 2014

This study investigated the proceeding patterns of constructive play with lego blocks, and the differences on the quality of constructive play and symbolic play's pretending elements. The subjects were 132 children at child care centers and kindergarten: 64 three-year-olds (36 boy, 28 girl) and 68 five-year-olds (32 boy, 36 girl). The study found three proceeding patterns in the constructive lego play. First, children engaged in constructive and symbolic play simultaneously, or they switched back and forth between symbolic and constructive play. This pattern was termed as "constructive and symbolic play simultaneously or alternatively"(type 3), and it was occurred most frequently. Secondly, children focused only on constructing structures. This pattern was termed as "constructive play only"(type 1), Thirdly, children engaged in symbolic play only after they completed building some structures. This pattern was named "symbolic play after constructive play"(type 2). The findings also indicated that children who were categorized as type 1 and 2 showed higher quality of constructive play and longer duration in play than children as type 3. Five-year-old children sustained play longer and showed higher quality in terms of elaboration, imagination, and variety (number of blocks, shape of blocks). Furthermore, children as type 3 showed a higher level of imaginative play than children as type 1 and 2, especially in terms of role, objet, and context of projection.

• Korean Journal of Child Studies
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• v.34 no.1
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• pp.175-189
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• 2013

The purpose of this study was to investigate the differences in children's play behaviors in terms of their levels of playfulness, leadership and communicative ability. The subjects were 152 children aged between 3 and 4, and their 20 teachers at 10 child care centers in the Seoul and Gyeonggi area. The results of this study suggested that play behaviors were related to the level of playfulness, leadership and communicative ability in 3 and 4 years old children. Among these children, those who scored highly in terms of their playfulness, leadership and communicative ability were involved more frequently in both 'group play' and 'symbolic play' whereas those who achieved lower scores were more frequently involved in 'solitary play' and 'functional play'. However, in case of 'constructive play', significant results were not found in relation to the independent variables named in this study. 'Parallel play' and 'games with rules' were the only categories within which the findings revealed that children's play behaviors have shown different patterns according to the age of the child and to the levels of those three independent variables mentioned above.

• Journal of the Korean housing association
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• v.20 no.1
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• pp.27-35
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• 2009

This survey is to find out children' needs of D children's park to remodel into a new one and their common opinions about the child playground, and to contribute these results to drive alternative plans. This park is very old and located in detached residential area, Wooa-dong, Deokjin-gu, Jeon-city. The survey was performed by a questionnaire, and the questionnaire was based on the relative literature reviews and was redesigned by researchers. Data were collected from 198 children, who had attended elementary school in Wooa-dong. By analyzing those data, findings were as follows: 1) Play experiences of D children's park were very important for children, so they remembered it. Above all, they remembered the perceptions of D children's park through playing on the playground facilities and the communication with their friends at that time. 2) Children would like to play creatively with facilities, but they need the traditional play facilities like a slide and a swing. So, it would be important for D children's park to plan well with the good facilities, and even it was mentioned in the literature reviews. The planning of park should be checked as an adventure playground, which can allow children to play creatively and with variety, however it should be still considered with some traditional playground facilities.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.311-317
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• 2023

The purpose of this study is to qualitatively examine the play experience and meaning of young children who enjoy the appreciation of picture books based on the 2019 revised Nuri curriculum centered on children and play, and furthermore, various play imaginations and ideas in picture books are realized by T robot. The collected various play cases were analyzed by arranging them into play flow diagrams centering on each picture book, and based on this, the meaning of play was discovered by categorizing play through reading the meaning of play. Therefore, this study is meaningful in that it supports <Picture Book-linked Young Children's Robot Play>, a play experience in which various playful imaginations in picture books are realized by young children's robots, and examines the experience of creatively creating play led by young children in depth, and furthermore, it is valuable in providing a basis for the direction of play-centered SW education centered on young children.

• 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.