• Korean Parent-Child Health Journal
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• v.10 no.1
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• pp.3-12
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• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.53-60
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• 2024

The purpose of the study was to examine the effects of early childhood teachers' empowerment on play support competency, mediated by teaching creativity. The subjects of this study were 173 early childhood teachers working in kindergartens and childcare centers in the metropolitan area, and the main variables were measured through questionnaires. To investigate the research questions, correlation analysis using Pearson's correlation coefficient, regression analysis, and mediation effect verification were conducted using SPSS 28.0 and PROCESS macro 4.2 programs. The results are as follows. First, higher levels of early childhood teachers' empowerment and teaching creativity were associated with higher level of play support competency. Second, it was revealed that early childhood teachers' empowerment influences play support competency through the mediation of teaching creativity. This suggests that when early childhood teachers perceive their level of empowerment to be high, it positively impacts their level of teaching creativity, thereby enhancing their play support competency. Based on the results, we suggest that empowerment and instructional creativity are crucial factors in strengthening early childhood teachers' play support competency, which is essential for implementing a play-based early childhood curriculum.

• 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 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 Child Education & Care
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• v.19 no.1
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• pp.59-73
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• 2019

Objective: The purpose of this study was to investigate the moderating effect of mothers' play support beliefs on the relation between mothers' insecure attachment and children's playfulness. Methods: The research participants of this study include 254 children aged 3 to 5, who attended kindergartens and day care centers located in Seoul, Gyeonggi and Chung-cheong, and their 254 mothers. For data analyses, descriptive statistics, Pearson's correlation and hierarchical multiple regression were conducted using SPSS 23.0 program. Results: First, there was negative association between mothers' insecure attachment and play support beliefs. Social spontaneity and expression of joy were negatively related to mothers' insecure attachment. However, mothers' play support beliefs showed positive associations with children's playfulness, particularly including children's physical spontaneity and expression of joy. In addition, mothers' play support beliefs moderated the relation between mothers' insecure attachment and children's expression of joy. However, the beliefs did not moderate the relation between mothers' insecure attachment and other playfulness traits. Conclusion/Implications: The findings of the present study indicate that mothers' understanding of the importance of play may buffer the adverse effect of mothers' insecure attachment on children's capabilities of expressing their sense of pleasure.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.329-339
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• 2022

The purpose of this study is to examine the experiences of new teachers in the process of preparing and implementing the 2019 revised Nuri curriculum, and to find ways to support novice teachers. For these, Data were collected through telephone interviews with 12 first-time teachers with less than 2 years of experience at private kindergartens and daycare centers in Chungnam and Daejeon, and the collected data was analyzed through text network analysis. The results are as follows. First, teachers were worried that they did not know the details of the curriculum while preparing for the 2019 revised Nuri curriculum. To supplement this, they were preparing to observe infants, share information with fellow teachers, and refer to the Nuri curriculum commentary. Also, teachers thought that they were getting help in terms of indirectly experiencing actual play cases through training. Second, the first-time teachers were providing various support by focusing on children's play while implementing the Nuri curriculum. The teachers emphasized that the good point of implementing the Nuri curriculum is that children's interests and thoughts are taken into consideration, and that children-centered play can be carried out, and that the teachers can support children's play while thinking about it. And teachers mentioned the difficulties of reading children's thoughts in children's play, grasping the topic and proceeding with the play, and the lack of time to play. In addition, starting teachers were referring to internet resources and sharing opinions with fellow teachers, and mentioned that direct experience helped them to implement the play. Lastly, teachers' interest in and observation of play, creative thinking, quickness, and willingness to support play were considered important as the competency required for teachers.

• Architectural research
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• v.12 no.2
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• pp.31-40
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• 2010

The main objective of this study is to investigate the perception, recognition and response of innovative/ self-initiated play and its correlation to play space and play environment understood by children in their middle childhood years. Play, play theory, and the acceptance of play have an important role in child development. In recent years, play and the importance of innovative/ self-initiated play have been associated with a number of important societal issues. The impact of play and/or lack of play during the developmental stages of childhood directly influence a child's ability to mature and adapt into society. In order to investigate the overall perceptions of play and play space among the average child in their middle childhood, a questionnaire survey was distributed and analyzed using SSPS 15.0. This survey was conducted within the site specific context of South Korea. Interestingly enough, the differences in the responses can be organized into three main categories: age, gender and housing type. In result different directions for further study and research for future play spaces and play environments that support innovated/ self-initiated play have been suggested.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.87-117
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• 2023

Objective: This study aimed to develop a documentation model that can support early chlildhood learning through play and facilitate the implementation of early childhood and play-oriented curriculum. Methods: This study utilized the design and development research methodology to derive components for the model through literature review and investigation research. In addition, the model was gradually improved through the 3rd expert review, and the validity of the model was verified through usability evaluation with 10 early childhood teachers. Results: This study identified 13 components and developed a flexible, selective, repetitive, and cyclic documentation model based on the 2019 revised Nuri curriculum. Model development is embodied and presented as a model-detailed model-detailed content. The model is presented in detail in the study. Conclusion/Implications: The documentation model developed in this study is expected to provide guidance to early childhood teachers and serve as a basis for future research on documentation in early childhood education. It is expected that it will be able to present the practical direction of records for play support for teachers in the field.

• The Mathematical Education
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• v.60 no.3
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• pp.321-340
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• 2021

As many changes in the future society represented by the age of artificial intelligence(AI) are expected to come, efforts are being made to draw the shape of the future education and various research methods are being employed to support the attempts. While many research studies use methods for deriving generalized results such as expert survey and trend analysis in along with a review of literature, there are attempts to apply the scenario methodology to explore ideas and information needed within a changing context. A scenario method, one of the experiential learning strategies, aims to seek various and alternative approaches by establishing a plan from the present conditions considering future changes. In this study, in-service teachers' perceptions and expectations of the interactivity between human and AI teachers were visualized by applying the role-play presentation technique that grafted the concept of role-play game to the scenario method. In addition, the mandal-art method was introduced to support in conducting productive discussion during the teachers' collaboration. This method appeared to help to depict teachers' perceptions of AI teachers in the detailed and concrete form, which may flow in the abstract otherwise. Through analyses of the teachers' role-play presentations with the implementation of the madal-art method it was suggested that most teachers would want to collaborate with an AI teacher for improved instruction and individualized student learning while they would take the instructional authority over the AI teacher in the classroom.

• Journal of Convergence for Information Technology
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• v.11 no.6
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• pp.120-130
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• 2021

This study was conducted for the purpose of developing an education program using smart apps that supports free play of children based on STEAM education and verifying its effectiveness. In order to achieve the purpose of the study, contents for using smart apps based on STEAM education for children's free play were derived through literature and data collection and field surveys in related fields, and a program was developed based on this. This program is a teaching strategy in which teachers and children interact at the start, middle, and end of free play using the 'Free Play' app installed on a smartphone. An experimental study was conducted to verify the effectiveness of the program using smart apps that support children's free play. As a result of the study, it was confirmed that the application of this program improves the self-regulation of children. This study is a teaching strategy to support both teachers and children during free play time, the core of early childhood education, and developed and applied the program with the idea of convergence of engineering and education, and hopes that it will be a starting point for revitalizing education using smart apps in the future education field.