• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.59-77
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• 2020

Objective: The purpose of this study was to investigate the effect of mothers'play belief and their children's playtime on self-determination of young children. Methods: Participants of this study were 239 mothers of 6-year-old children attending childcare centers. An online self-report survey method was implemented to investigate whether mothers appreciate the contribution of play on their children's development, if mothers allow their children's playtime, and to examine the level of self-determination of their children. SPSS 22.0 was conducted for descriptive statistics and AMOS 21.0 was used for the path analysis to investigate the hypothetical relationship among variables. Results: Mothers' play support belief had a direct influence on their children's self-determination, while young children's playtime that was also affected by their mothers' play support belief had an indirect effect on their self-determination. Conclusion/Implications: The research shows that children's self-determination can be fostered by providing time to play when they can make decisions and demonstrate goal directed behaviors, and by providing an atmosphere that emphasizes the importance of playing in one's childhood.

• Korean Journal of Childcare and Education
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• v.12 no.3
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• pp.137-157
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• 2016

This study examines the effects of teacher's emotional intelligence on teacher-child interaction through the sequential mediation effects of efficacy belief about play and professional recognition. Participants were 268 teachers working at kindergartens in Gyeonggi area. Data were analyzed by descriptive statistic, Pearson's product-moment correlation, and the structural equation model using the SPSS 21.0 and Mplus 6.12 program. The main findings of this study are as follows: First, in regards to the relationship between emotional intelligence and teacher-child interaction, a single mediation effect of efficacy belief about play is significant. But there is no significant mediation effect of the professional recognition. Second, in regards to the pathway from emotional intelligence to teacher-child interaction, the professional recognition precedent mediation model is statistically significant, but efficacy belief about the play precedent mediation model is not significant. Based on the results, a concluding discussion was made regarding methods toward enhancing interaction between teacher and child.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.333-342
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• 2020

Children grow and develop through play. Play is being used as a friend and a learning material and tool in everyday life of children. It is a research study aimed to empirically analyze the effects of father's play belief and play participation on child's playfulness. A survey was carried out for the selected 284 children aged 5 years and older attending kindergarten located in D-gu, Seoul in order to achieve the goal of this study. Frequency analysis, descriptive statistics, reliability verification, correlation analysis, and regression analysis were conducted on the data collected through the survey by using the SPSS program, and the research results were derived as below. First, it showed that father's play belief and play participation have a positive effect on child's playfulness of physical spontaneity, social spontaneity, cognitive spontaneity, expression of joy, and a sense of humor. Second, father's play participation had a significant effect as a partial parameter in the relationship between father's play belief and child's playfulness. Thus, it was drawn the conclusion that father's play belief and play participation are important variables that can predict child's playfulness. Therefore, It will be necessary to promote children's playfulness development by continuously providing parent education programs on creating an atmosphere of various interaction at home through plays in the relationship between father and child and a desirable role of father in the play activities with child at the level of preschool educational institutions.

• Human Ecology Research
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• v.60 no.1
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• pp.87-98
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• 2022

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

• Korean Journal of Childcare and Education
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• v.18 no.5
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• pp.33-55
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• 2022

Objective: The aims of this study is to investigate the internal and external environment surrounding fathers and to promote play-participation with children and father-Infants Intimacy by identifying the influence of a father's belief concerning gender-equal parental role and the mother's roles as a gatekeeper. Methods: The participants of this study were 291 fathers who had infants ranging from 1-36 months of age and were living in Seoul and South Chungcheong Province. The data were collected through the questionnaires and analyzed using the SPSS 24.0. Results: The main results are as follows. First, gender roles, livelihood keeper-father beliefs, importance of father rearing, and the mother's role as a doorkeeper affect the father's participation in play. This differs according to the characteristics of each type of play. Second, it was found that the father's gender roles and the mother's role as a doorkeeper had a significant effect on the intimacy between the father and the infant. Conclusion/Implications: The results of this study revealed that fathers' belief in gender-equal parenting and mothers' encouragement through opening the door as gatekeepers affect the formation of intimacy between fathers and their children in infancy, and are factors that influence play participation.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.257-269
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• 2001

This study identified and explained the prototypes of teacher's belief about children's play with the use of Stephenson's Q-methodology. The sample consisted of 35 kindergarten teachers. A Q-deck composed of 48 cards, derived in part from a review of related literature and was developed by the researchers and sorted by the subjects. The obtained Q-sort scores were analyzed by factor analysis. The findings revealed that the subjects were divided into 3 belief types : "life-experienced", "developmental-disciplinary", "cultural-environmental". Likely explanations for these results are considered, and implications are discussed.

• Korean Journal of Childcare and Education
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• v.20 no.2
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• pp.83-103
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• 2024

Objective: This study aimed to investigate the effects of children's characteristics and childcare teachers' attributes on the frequency and level of imaginative play in two-year-old classrooms. Methods: The study involved 191 toddlers, their mothers, and 32 teachers from childcare centers. Toddler characteristics encompassed temperament along with demographic variables such as gender and age. Teacher' attributes related to play included playfulness, play-support belief, and interactions with toddlers. Data analysis was conducted using SPSS 22.0 and HLM 8.2 software, employing basic analysis, hierarchical linear analysis, and hierarchical regression analysis. Results: First, as toddlers' age increased, both the frequency and level of their imaginative play increased. Second, individual-level model analysis revealed a positive effect of toddlers' extroversion on the level of imaginative play. Third, the class-level model results indicated that teachers' emotions had a negative effect, whereas their encouragement positively influenced the level of imaginative play. Conclusion/Implications: The significance of this study lies in its utilization of a multilayered model analysis, which offers a more robust examination of variable influences by accounting for hierarchical data structures.

• Korean Journal of Human Ecology
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• v.20 no.4
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• pp.777-787
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• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.

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

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.7
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• pp.453-461
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• 2020

The purpose of this study was to investigate the mediating effects of young children's playfulness between the children's peer competence and their mothers' play beliefs. For this study, 160 mothers and 160 children aged 4-5 years who were in kindergarten and daycare centers in Area J were selected. The collected data were analyzed based on correlation and mediation using SPSS Statistics. The research results are as follows. First, as a result of analyzing the relationship between the young children's peer competence and playfulness and their mothers' play beliefs, there was a statistically significant positive correlation between a mother's play-support beliefs and their children's peer competence and playfulness. On the other hand, the relationship between a mother's learning-support beliefs and her child's peer competence and playfulness was not significant. There was a significant positive correlation between playfulness and peer competence in the young children. Second, as a result of verifying the mediating effect of the children's playfulness in the relationship between their mothers' play-support belief and the children's peer competence, we found that playfulness has a partial mediating role.