• Korean Journal of Child Studies
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• v.29 no.3
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• pp.253-272
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• 2008

This study compared mother-toddler physical interaction by play type (traditional play, free play, block play), and child's sex and age. Subjects were 10 boys and 10 girls ranging in age from 25- to 36-months and their mothers. An observer videotaped the children and their mothers at play in their homes. Results showed that (1) mothers' physical interaction was not distinguished by play type or by child's sex or age. (2) Mothers expressed more positive emotion in traditional than in block play. (3) Younger children's play interactions were more nonverbal. (4) Children expressed more positive emotions in traditional play. This study provides groundwork for mother-toddler traditional play programs with potential for improving positive expression of emotion and attachment.

• Korean Journal of Childcare and Education
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• v.15 no.6
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• pp.41-57
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• 2019

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of one-year-old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacher-child interaction.

• Journal of The Korean Society of Integrative Medicine
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• v.10 no.1
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• pp.119-128
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• 2022

Purpose : The purpose of this study was to examine the effects of applying occupational therapy that uses motion recognition on the physical self-efficacy, visual-motor integration ability, and play skills of children who have neurodevelopmental disorder before and after treatment. Methods : This The study chose 16 children with neurodevelopmental disorder as research subjects who were randomly and evenly allocated into an experimental group and a control group. The experiment followed a pretest-posttest design. As an intervention, the experimental group received motion recognition-based occupational therapy and a separate sensory integration program. The control group only participated in the separate sensory integration program. The eight-week experiment duration included 24 intervention sessions where the a 50-minute session was implemented three times a week for eight weeks. To compare the physical self-efficacy, visual-motor integration ability, and play skills before and after the intervention, measurement tools including the Physical self efficacy, Beery VMI-6, and Penn interactive peer play scale were used. All measured variables were analyzed and expressed as mean, standard deviation and percentage. Results : The motion recognition-based occupational therapy demonstrated a significant effect on improving the physical self-efficacy, visual-motor integration ability, and play skills of the experimental group. The intervention also caused a significant difference between the experimental group and control group in terms of the physical self-efficacy, visual-motor integration ability, and play skills. Conclusion : We confirmed the possibility motion recognition-based occupational therapy could be effective in improving the physical self-efficacy, visual-motor integration ability, and play skills for patients who have neurodevelopmental disorder. Based on the study result, further future studies are expected based on this study result that prove the application effect of the motion recognition-based occupational therapy using disabled and non- disabled children as subjects are expected in the future.

• Korean Journal of Community Nutrition
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• v.14 no.6
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• pp.777-788
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• 2009

The purpose of this study was to assess physical activities and activity coefficient of preschool children and was to give some concrete information to activate outdoor play and to probe the suggestions to activate outdoor play. 42 preschool children (17 boys and 25 girls) were included. Body weight and height were measured and one-day activity diaries were collected by interviewing with their parents and kindergarten teachers. To measure physical activity during outdoor play, this study was researched the current conditions and content of outdoor play activity in daycare centers, and teacher's perceptions of that outdoor play. The average age of the subjects was 5.0 years. Average height, weight, body fat and body muscle of subjects were 108.9 cm, 18.9 kg, 17.7% and 26.8%, respectively. The subjects spent about 10 hours 39 minutes sleeping; 4 hours 16 minutes personal hygiene and computer working. They spent 88.2% of 24 hours (one day) in "very light activities" and 11.3% in "light activities". Activity coefficient (1.34) of weekday was significantly higher than that of weekend (1.21). And in this study, it was found that most of daycare centers (87.7%) have outdoor play space, 95.2% of them were garden. The teachers recognized that have a outdoor play frequency everyday (48%), three or four times (46%) in a week but they have three or four times (38%), one or two times (30%) because of various indoor program. Also, they recognized that have a outdoor play expending time 21-30 minutes (48%), 31-40 minutes (26%) but they have 21-30 minutes (64%). They answered that have frequency and expending time less than their recognition of outdoor play. Most of daycare center teachers perceived outdoor play to be as important as indoor play, and the teachers believed outdoor play supports children's physical, cognitive, social, and language development. The results of this study may be used to utilize as a basic data for estimate physical activity for preschool children and developed that exercise program to increase physical activity of daycare center outdoor play.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.35 no.3
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• pp.41-48
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• 2019

The purpose of this study is to investigate the environmental factors relating to children's outdoor play and to assess how the residential neighborhood is suitable for play in the perception of parents. Based on a citywide survey of 500 parents of elementary school students in grades 1-4 in Seoul, this empirical study shows that children's outdoor play environments in residential neighborhoods of Seoul have been observed to be overall unsuitable for play activity. Three physical environmental factors (spatial availability, neighborhood attractiveness, and street difficulties) and three social environmental factors (fear of crime, social interactions, and psychological comfort) are related to children's play activity. Five factors, with the exception of the psychological comfort factor, impact the suitability of children's outdoor play environment. Specifically, it is the physical environment, rather than the social environment, that was deemed unsuitable in spite of its impacts. These findings help us understand the current conditions of neighborhood play environments associated with children's play activity. It is necessary to improve parents' perceptions of the play environment and children's play activities by improving the physical environment.

• Journal of Life Science
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• v.32 no.10
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• pp.821-831
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• 2022

This study evaluated the effects of physical touch play programs in children through a systematic literature review and meta-analysis. A literature search for journal articles published before August 2022 was conducted using KERIS, KISS, DBpia, and ScienceON. The keywords used for the search were 'child', 'infant', 'physical touch', 'physical touch play', 'physical touch activities' and 'physical touch play program'. For the study's purpose, seven studies were selected through a systematic process of using several databases and were used to estimate the effect size of physical touch play programs. A meta-analysis was performed using a random effects model, and the effect size on cognitive function was calculated. Hedges' g of the physical touch play program was 6.20 (95% CI: 3.74-8.66), indicating a large effect size. To determine heterogeneity (I2= 95.4%, Q = 417.30, p<0.001), moderator analysis was performed using the total number of times and intervention duration. The total number of times was statistically significant; the other moderators did not differ significantly. This study systematically analyzed the results of physical touch play programs on children in Korea. It also provides insights that can be applied to the design of physical touch play programs for children. To present more evidence that supports the effectiveness of physical touch programs, further research is warranted.

• Journal of the Korean Home Economics Association
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• v.39 no.9
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• pp.79-93
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• 2001

The purpose of this study is to develop the creative play environments for children. Physical environment is very important for play of child. Play activities of chad depends on materials and resources of physical environment around housing. To achieve the purpose of the study, following research questions are performed: 1) to investigating the play environments and its maintainence in Daejon 2) examining and analyzing the contents, safety, and functions of the playgrounds selected based on above findings 3) suggesting the creating play environments for child. Eighteen playground were selected and evaluated objectively by trainned personnel; the subjects(55children and 39adults) who used the playgrounds evaluated the playground subjectively. The results were as fellows: 1) Playgrounds selected in this study were conventional playgrounds, in which child can only do simple physical activities. The playground has installed fixed equipment in a row, in an effort to utilize whatever space available. However, such places are neither developmentally or economically sound. 2) The playgrounds evaluated in this study were very poor in matter of content, safety, and functions. The playgrounds lacks play materials, equipment, national features, storage, and do not follow national safety guidelines and standards. 3) The playground should offer much wider variety of natural material- textures including grass, dirt, stone, brick, plastic, metal, bark, leaves, sand, water, and a larger variety of plants, gardens, natural areas, and animals.

• 한국체육학회지인문사회과학편
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• v.51 no.4
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• pp.23-31
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• 2012

The purpose of this study was to inquiry implication of physical education based on the Zhaung Zi's philosophy. In order to investigate this purpose, I analyzed the text of Zhaung Zi. The result of the study was as followed. Zhaung-Zi oriented ideal image of human beings who has attained the stage of play(遊). He is an acquaintance (至仁), a man of god(神人), a true man(眞人). The purpose of physical education in Zhuang-Zi is paly(遊) which play well naturally. 'play is the gaming and play in which we can see the true face of the world and ourselves and can become on with the object in the world. Forget-enjoyment(至樂) of victory, records, and results are the purpose of physical education which can be found in Zhuang-Zi. The methods of physical education is the whole mind(專一), xixium(虛心), the feast of mind(心齋), forgetting everything(坐忘) etc. Physical education is to harmonious study with nature not artificially. The relation between teacher(coach) and student(player) is a relationship of mutual respect and consideration. The teacher(player) have to find the potential ability of student and he can help student realize potential ability of them.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.3
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• pp.101-109
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• 2011

The purpose of this article is to introduce the Sports, Play, and Active Recreation for Kids (SPARK) physical education curriculum. SPARK is a model for health-related, research-based and evidence-based physical education programs in the United States. The outcome of school physical education can relate to public health, but there exists few evidence-based physical education programs reporting health-related variables. School physical education can provide more opportunities for children and adolescents to be physically active and to learn more about healthy lifestyles. However, physical education programs have been cut and eliminated due to lack of funding in the U.S. as in South Korea. Although facing these problems, SPARK programs have been implemented in over 50% of schools, after school programs and coordinated school health programs in the U.S. This article reviewed: (a) background information of the SPARK program, (b) examples of effective interventions, and (c) methods of dissemination to schools nationally in the U.S. The methods showed in SPARK may use as a model for researching, developing and implementing new physical education(PE) program and after school programs in Korea.

• Journal of the Korean housing association
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• v.19 no.6
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• pp.105-114
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• 2008

The purpose of this study is to classify playground types according to the physical characteristics of playgrounds in child care facilities, to analyze the needs of care-givers and to evaluate the adequacy of playgrounds according to playground types. The specific areas discussed in this study were the evaluation of the adequacy in the physical characteristics of playgrounds for children's outdoor play activities by the care-givers, who assist in the outdoor play activities of children and manage safety in the playground, and a report on playground requirements of them. Data was collected from field survey carried out to investigate the physical characteristics of playgrounds of 21 child care facilities. This survey incorporated a structured-questionnaire for the purpose of evaluating the adequacy of the physical characteristics of playgrounds (location and size of the playground, play equipments, the composition of play areas, ground covers, and location of sidewalk in the playground) by the 181 care-givers from the facilities and investigating the needs of them. The major results showed the following. 1) In field survey, it was observed that while the location and the size of the playgrounds varied widely, ground cover, play equipments, and the composition of play area turned out to be identical, regardless of the location and the size of the playgrounds. 2) The playgrounds were classified into five types according to the number of children and the size of the playground. The five types include A-type as a large-scale facility/smallsize playground, B-type as a small-scale facility/large-size playground, C-type as a small-scale facility/small-size playground, D-type as a middle-scale facility/large-size playground, and E-type as a large-scale facility/large-size playground. 3) The adequacy of the physical characteristics of playground in the D-type was evaluated to be higher than that of the other types. The adequacy of the C-type playground was evaluated to be lower than that of the other types in terms of size and the composition of play areas within the playground. 4) The care-givers of the D-type and the E-type playground expressed a desire to install various play equipments, while the care-givers of the C-type playground did not wish to install play equipment. 5) Various outdoor play areas were needed in the D-type playground.