• 아동학회지
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• 제25권5호
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• pp.41-58
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• 2004

This study examined the relations between children's Impulsivity temperament, socio-dramatic play, and self-regulation of 4-year-old children. Subjects were 117 4-year-old children(59 boys and 58 girls) selected from three kindergartens. Each mother completed a questionnaire on her child's temperament. Naturalistic observations of total socio-dramatic play, complex socio-dramatic play, solitary dramatic play and of self-regulation in two classroom contexts - clean-up periods and group circle time - were conducted for obtaining data. Significance was analyzed by Pearson's correlation and multiple regression analysis. Children's Impulsivity was negatively related to self-regulation and to total and complex socio-dramatic play, but impulsivity was positively related to solitary dramatic play. Total and complex socio-dramatic play was positively related to self-regulation while solitary dramatic play was negatively related to self-regulation. Total and complex socio-dramatic play, and solitary dramatic play displayed a mediating role between impulsivity and self-regulation during clean-up periods.

• 영어영문학
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• 제56권3호
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• pp.519-541
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• 2010

A number of recent Victorian studies have participated in a renewed focus on form. E. Warwick Slinn and Monique R. Morgan, for instance, have contributed to enhancing our understanding of the Victorian dramatic monologue. This paper aims to expand what they have addressed by revisiting the mechanics of the dramatic form as a form, in particular addressing two types of dramatic monologue represented with supreme adroitness by Robert Browning and Alfred, Lord Tennyson, both of whom successfully attempted to widen our epistemology through a large act of the poetic imagination and great intellectual power. To this end, this paper lays particular attention to the role of the reader who is regarded as a key element of the dramatic aspect of the genre. In the dramatic monologue proper, real readers are actively brought into dialogic relation with the speaker or the poet, or both, whereby it seeks to represent an act of play among the poet, the speaker, and the reader. What the genre achieves in this fashion is twofold. For one thing, it pushes itself sufficiently to the very centre of the complex of apparently various narrative motives that animate the genre; for another, it honours the world of multiple viewpoints more than any other previous form of literature, all the more so as readers' views vary across their own time, space, and socio-cultural contexts. Incidentally, in one way and another, the dramatic monologue is of kinship with a Jamesian type of fiction, which is noted for its exterior impersonality. So this paper concludes by suggesting some theoretical implications that the dramatic genre assumes for, not only the naturalist novel, but also the (post-)modernist one.

• 한국콘텐츠학회논문지
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• 제13권4호
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• pp.469-480
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• 2013

본 연구의 목적은 일반 동극활동, 증강현실기술과 로봇을 적용한 동극활동, 증강현실기술과 로봇을 적용한 창의적 동극활동을 실시하고 유아의 사용자 경험 반응을 살펴보고자 하였다. 이를 위해 만 5세 유아 20명을 대상으로 6주 동안 3편의 동화를 감상한 후, 각각 동화에 대한 세 가지 동극활동을 차례대로 진행하였다. 이후 모든 동극활동 프로그램에 참여한 유아들을 대상으로 인터뷰를 실시하였다. 연구 결과는 첫째, 유아가 가장 흥미로워했던 동극활동은 증강현실기술과 로봇을 적용한 창의적 동극활동인 반면, 가장 흥미 없었던 동극활동은 일반 동극활동이었다. 둘째, 유아가 가장 쉽다고 답한 동극활동은 증강현실기술과 로봇을 적용한 동극활동인 반면, 가장 어렵게 인식했던 동극활동은 증강현실기술과 로봇을 적용한 창의적 동극활동이라고 하였다. 셋째, 증강현실기술과 로봇을 적용한 동극활동에 대해 모든 유아가 기술은 어렵지 않다고 답변하였고, 증강현실기술의 효과, 로봇의 역할 모두 정확하게 인식하여 답변하였다. 본 연구의 결과는 유아를 위한 디지털 리터러시 교육의 성격과 방향에 대한 적극적이고 체계적인 연구의 필요성을 시사한다.

• 영어어문교육
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• 제4호
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• pp.229-247
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• 1998

Keats is a poet who was in pursuit of 'the beautiful'. He tried to show various structures in his poetry to search for 'eternal pleasure'. These are explained in terms of 'metamorphosis', 'travel structure' and 'metamorphosis patterns', but put together, these can be expressed as simple terms of a dramatic structure. Especially We can assume this dramatic structure is the key to access his poetry on the basis of the fact that Keats always admired the world of drama and respected Shakespeare most. We can see Keats' dramatic structure in his poetry Ode to a Nightingale, Ode on a Grecian Urn. To Autumn and so on, and in these three poems, he was very successful in achieving unique poetic expression by inducing tension structure' through the dramatic structure of Introduction - development - crisis - climax - ending. In conclusion, his poetry achieved success in that he made clear his central theme, the pursuit of a beautiful and happy life through the application of a dramatic structure.

• 아동학회지
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• 제19권2호
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• pp.159-171
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• 1998

This study compared Korean and American children on scaffolding by peers during dramatic play. Thirty Korean and twenty American 5-year-old kindergarteners participated. The data were analyzed by Spradly's (1980) Developmental Research Sequence (DRS), using qualitative methods. The results showed that the categories of scaffolding (theme and communication) occurred more frequently among American children than among Korean children. In both cultures, more capable peers scaffolded children during dramatic play and were able to extend the dramatic play.

• 아동학회지
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• 제16권1호
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• 한국엔터테인먼트산업학회논문지
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• 제13권2호
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• pp.101-110
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• 2019

영화 공간은 영화의 내적, 외적 의미들을 모두 의도할 수 있는 핵심적인 표현요소일 뿐 아니라 내러티브적인 측면에서도 극적 맥락을 주도하는 중요한 역할을 수행한다. 영화 공간은 도발적 사건이 일어나고 캐릭터 행동을 유발하는 가시적 환경을 구축할 뿐 아니라 캐릭터 심리나 서사의 정서적 의미를 내포하고 있으며, 표면 배후의 상징적 의미 및 암시적 기능을 통해 긴장을 유발하기도 한다. 따라서 본고는 이러한 내러티브 공간의 극적 기능을 중심으로 영화<시카리오>를 분석한다. 이 영화는 멕시코 마약 카르텔을 소재로 범죄스릴러 장르의 외피를 두르고 있지만, 결코 장르 관습을 따르지 않으며 깊은 철학적 고뇌를 통해 사유를 제시하는 통찰을 보여준다. 이 영화의 내러티브 공간은 도발적 사건 이상으로 극적 긴장을 불러일으키는 감정적 기능을 담당하며, 정교하게 계획되고 통제된 미장센은 궁극의 서스펜스를 구성하여 관객을 흡인한다. 결국 이 영화의 몰입감과 극적 여운은 플롯차원보다는 장면의 힘으로 이루어진 성취라 할 수 있다. 이처럼 본 연구는 <시카리오>의 공간과 시각화 구성을 분석하여 내러티브 공간과 극적 몰입의 상관관계를 설명하였다. 이를 통해 연구의 범위가 한정적이었던 극적몰입의 연구 패턴을 보다 확장시킬 수 있을 것으로 기대한다.

• 디지털콘텐츠학회 논문지
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• 제17권6호
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• pp.531-536
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• 2016

이 연구에서는 인간과로봇상호작용(HRI)에서 유아들을 대상으로 로봇을 활용한 증강현실 극놀이 실험을 통하여 아동들이 느끼는 상호작용 분석을 제시하고자 한다. 기존의 극놀이 로봇콘텐츠를 아동들이 상호작용하기에 편하도록 QR 마커의 단점을 개선하여 개발하였다. 또한 로봇을 활용한 증강현실 극놀이에 대해서 로봇 극놀이에 대한 흥미, 로봇분장의 적절성, 로봇이 똑똑해 보이는 정도, 극놀이에 몰입감에 대한 아동의 반응을 분석하여 보았다. 나이가 어릴수록 재미가 높고, 로봇이 똑똑하다고 생각하였고 로봇 사용경험이 없는 아이들이 상대적 흥미가 높고, 로봇분장에 대해서는 로봇사용 경험 있는 아이들이 차이를 인지하는 것으로 나타났다.

• 한국생활과학회지
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• 제19권3호
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• pp.443-453
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• 2010

This study analyzed the effects of dramatic play using Economic-fairy tales on young children's basic- economic understanding and the consumer behavior. The participants in this study were 42 young children who attended a kindergarten in G city. The mean age of participants was 70 months. The experimental group participated in 'Dramatic play using Economic-fairy tales' while the control group participated in a 'Discussion activity using Economic-fairy tales'. The experiment used 'The Basic-Economic Concept Test' and 'The Consumer Behavior Test' in the collection of data and T-test was used to statistically analyze the data. Significant differences were found between the experimental group and comparison group in both the post-test score of Basic-Economic Understanding and of Consumer Behavior NOTE. In conclusion, the results of this study suggested that the technique of dramatic play using Economic-fairy tales which was developed in this study are probably effective in developing young children's basic-economic understanding and consumer behavior.

• 한국생활과학회지
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• 제5권1호
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.