• Journal of Families and Better Life
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• v.34 no.5
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• pp.83-98
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• 2016

The purpose of this study was to investigate the relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. The subjects were 56 pairs of 24-29 months old toddlers and their mothers. The toddler's symbolic play level was classified using categories by Gowen(1995). The mother's verbal interaction was coded during a 10-minute-free play session with her toddler using Caldera, Huston, and O'Brien's(1989) categories. PICCOLO(The Parenting Interactions with Child Checklist of Observations Linked to Outcomes) by Roggman, Cook, Innocenti, Jump, Norman, & Christiansen(2009) was used to investigate the mother's responsiveness. While the mothers played with their toddlers during a 10-minute-free play session, their interaction were videotaped. The data were analyzed by means, t-test, and correlations. The results of the study were as follows: First, the mean levels of the toddler's symbolic play were in level 3, 'the pretending others'. Also girls spent more symbolic play time with mothers than boys. Second, mothers' responsiveness was generally high in free play with their toddlers. Mothers frequently used 'questions' 'comments' and 'fantasy statements'. Mothers with girls used more 'questions' than mothers with boys. Third, there was a significant relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. Maternal responsiveness and 'fantasy statements' were positively related with the mean level, and the frequency of play. The 'questions' and 'answers' were also related with symbolic play level and frequency. But 'praise' was negatively related with symbolic play frequency. In conclusion, this study suggested that toddler's symbolic play level was related with mother's responsiveness and verbal interaction during free play.

• 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 Child Studies
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• v.1
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• pp.15-27
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• 1980

PURPOSE This study was intended to analyze the play-form of normal preschool children as related to age, sex, educational experience and social maturity. METHOD 1. Subjects The subjects of this study were eighty seven 3-, 4- and 5-year-old preschool children attending educational institutions in Seoul. 2. Instruments The instruments used in this study consisted of twenty one-minute observations in 5 preschool settings and a questionnaire designed to measure the children's social maturity filled in by their parents. The observations provided information on the children's free play, that is 1) play-form: solitary, parallel and group play 2) use/non-use of toys 3) behavior: play, activity, doing nothing, onlooking 4) stationary/moving dimensions 5) play group size The questionnaire measured such factors as communication, socialization, locomotion, self-help and self-direction. 3. Data Analysis Data analysis consisted of percentage and Chi square. RESULTS 1. Play-Form The relationship between age and play-form proved to be significant at the .05 level. That is, in both boys and girls, solitary play decreased with age and group play increased with age while parallel play maintained a similar position. The relationship between sex and play-form proved to be significant at the .05 level in 3-& 4-year-old children, but not significant in 5-year-old children. That is, in their $3^{rd}$ year boys engage in the solitary play more than girls and in their $4^{th}$ year boys engage in more group play than girls. 2. Toys Without differentiation of sex and age, cases of using toys in play exceed those cases where toys were not used. 3. Behavior The relationship between age and behavior proved to be significant at the .05 level in both boys and girls. That is, with increase of age, play decreased and activity increased in boys while play increased and doing nothing decreased in girls. 4. Moving Status Totally, moving occurred more frequently in play than stationary status. Moving proved not to have a significant relationship with age, but it did Navel a significant relationship with sex at the .05 level. That is, moving tended to increase with the increase in age in both boys and girls, but not at a significant level. Boys moved significantly more than girls in all three age levels. 5. The Relationship between Educational Experience and Play-Form There was a tendency for children with longer preschool experience to engage in less solitary play and more group play than children who had less than one semester of preschool experience, but this difference was not statistically significant. 6. The Relationship between Social Maturity and Play-Form The high social maturity group engaged in less solitary play and more group play than the low social maturity group, but this was not a statistically significant difference. 7. Play Group Size Play group size was 2~10 children, but the majority of play groups consisted of 2~3 children. There was a tendency for play groups composed of 2 children to decrease with age and play groups composed of 3 children to increase with age. No significant difference was found between the sexes in play group size.

• Child Health Nursing Research
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• v.4 no.1
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• pp.31-44
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• 1998

In our time the parent's role is changing from sexually differentiated to androgynous pattern. Mother's interction with infant includes caring and father's interaction especially have play. Father and mother share the caring and play because they have complementary nature. Infants have a tendency to show more positive responses to their fathers than mothers in play situations. For that reason we can help the promotion of father's interaction with his infant through ascertaining patterns of father-infant play interaction. This study was to find out patterns of father-infant play interaction in order to improve the Interaction between father and infant. Data was video-taped from 6 fathers and infants who were healthy and first-timed and 7-11 weeks old in their houses. I used Father-Infant Play Interaction Scale that was applied to father instead of mother as a care-giver. The scale was checked up by experts in this field for content validity and the reliability was 0.95 in this study. The results were as follows : 1. Father's play behaviors were the patterns of responses about infant's cue. The mean score was 33.16(SD, 9.11), This means they come up to the standard level of responses about infant's cue. 2. Infant's play behaviors were the patterns of responses about father's cue. The mean score was 7.00(SD,3.10). This means they get the higher level of responses about father's cue. 3. The patterns of simultaneous responses occured together between father and infant. The mean score was 9.58 (SD, 3.96). This means they reach the standard level of simultaneous responses between father and infant. 4. The patterns of interactional behaviors occured interpersonally between father and infant. The mean score was 49.75(SD, 15.80). This means they interact on the standard level of play interaction. In view of the results father's play interaction seems to reveal an average level and play patterns are similar to mother's. In order to ascertain definitely patterns of father-infant play interaction we need further research which has more subjects and variables to have important effects.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.337-354
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• 2004

This study investigated the relationship between pretend play and comprehension of pretense by type of stipulated transformation among 2-and 4-year-olds children. Each child participated in pretend play with its mother for 10 minutes and in a stipulated task for comprehension of pretense. There was a significant difference in 2- and 4-year-olds in frequency and level of pretend play, and pretend play behavior was related to comprehension of pretense. Level of pretend play was positively related to comprehension of 'complexity' of stipulated transformations. This showed that there was significant relationship between development of pretend play and ability to comprehend pretense based on physical transformation.

• Korean Journal of Child Studies
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• v.23 no.5
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• pp.19-34
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• 2002

This study explored the relationship between language and play of 42 infants(21 boys and 21 girls) from 13 months to 23 months old and examined how their maternal language and play were related to the infants' language and play. The play of infant-mother and maternal language were videotaped at home. The MacArthur Communicative Development Inventory-Korean(MCDI-K; Fenson, 1991; Pae, 1993) was used to measure infant's language. The score of the infants' receptive language was higher than that of expressive language. Mean level of the infant's play was in the relational play, that is, he/she integrated two or more toys in an inappropriate manner during the play. There was no significant sex difference in the total language scores and in their play. The development of the infant's language was positively correlated with the infant's play level. The maternal language and play were positively correlated with the infant's language and play development.

• 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.

• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.107-125
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• 2019

Objective: The purpose of this study was to examine the effects of fathers' playfulness on their children's social competence and emotional regulation, and the moderating effects of the fathers' play participation level on the relationship between his playfulness and his child's social competence and emotional regulation. Methods: The participants in this study were 139 children and their fathers. The children were aged between four and five years old attending nine preschools in Seoul. The collected data was analyzed through Pearson's correlations, and hierarchical regression analysis using SPSS 21.0. Results: First, fun-loving fathers had a significant effect on the cooperation and sociability of their children. Second, fun-loving fathers had a significant effect on their children's emotional regulation. Third, fathers' play participation level moderated the relationship between them enjoying silliness and their children's sociability. Fourth, fathers' play participation level moderated the relationship between them being fun-loving and their children's emotional regulation. Conclusion/Implications: The results of this study address the need for a high level of fathers' play participation in relation to the development of their children's social competence and emotional regulation.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.1-17
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• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

• Journal of Families and Better Life
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• v.35 no.1
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• pp.83-105
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• 2017

The purpose of this study is to strengthen the professional competence of novice play therapists through training, and to develop a CCPT internship program that encourages them to participate by experiencing play therapy education and cases. The five novice play therapists who participated in this study were currently getting their master's degrees in child psychotherapy. The novice play therapists's CCPT Internship program conducts 20 hours of education and practices, 24 hours of group supervision, 16 sessions of play therapy. The results of the research were as follows. First, the novice play therapist's CCPT internship program gave the play therapists positive effects on the development level. Second, the novice play therapist's CCPT internship program had a positive effect on the therapists' performance ability on play therapy. Third, the change of psychological and emotional reactions of play therapists through self-examination was different depending on the stage in the play therapy.