• 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.

• 철학연구
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• 제123권
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• pp.135-164
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• 2012

이 논문은 하이데거의 사유에서 나타나는 '놀이'개념이 어떠한 본질적 의미를 담고 있는지 해명해 보는 것을 목적으로 삼고 있다. 이 논문에서 우리는 하이데거의 '놀이'개념을 통해, 흔히 주장하듯이 놀이의 의미가 인간의 정신활동과 관련된 유희적인 측면에만 머물러 있지 않음을 보여주고자 한다. 다시 말해 하이데거의 '놀이'사유를 통해, 사회학적, 교육학적, 문화인류학적 의미의 '놀이'와 본질적으로 다른, 이른바 '존재론적 의미'의 '놀이'개념을 보여주고자 한다. 그런데 하이데거의 전체 사유에서 보면, 이 '놀이'개념이 전기사유에서는 주로 '삶의 놀이', '초월의 놀이'로서 등장하며, 후기사유에서는 '놀이-공간', '시간-놀이-공간', '거울-놀이' 혹은 '정적의 놀이' 등으로 등장하고 있다. 따라서 하이데거의 사유에서는 이 '놀이' 개념이 그의 '전회'를 기점으로 하여 전기사유와 후기사유에서 그 의미가 다소 다르게 나타나고 있기 때문에, 이를 구분해서 해명해 보고자 한다.

• Journal of Information Processing Systems
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• 제13권2호
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• pp.348-359
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• 2017

Nowadays most vehicles are equipped with a variety of electronic devices to improve user convenience as well as its performance itself. In order to efficiently interconnect these devices with each other, Controller Area Network (CAN) is commonly used. However, the CAN requires reconfiguration of the entire network when a new device, which is capable of supporting both of transmission and reception of data, is added to the existing network. In addition, since CAN is based on the collision avoidance using address priority, it is difficult that a new node is assigned high priority and eventually it results in transmission delay of the entire network. Therefore, in this paper we propose a new system component, called CAN coordinator, and design a new CAN framework capable of supporting plug and play functionality. Through experiments, we also prove that the proposed framework can improve real-time ability based on plug and play functionality.

• 아동학회지
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• 제25권6호
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• pp.225-240
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• 2004

Subjects were 15 teachers and 143 children at 15 child-care centers in Seoul that varied by quality of care. The Child Care Program Observation Scale(Rhee et at., 2003) was employed to observe the quality of the centers. Information on teachers' participation in play was collected by 20 units of observation for each teacher using a rating scale developed by the author. Children's behaviors were observed with time sampling method in 12 categories of play behaviors based on Social and Cognitive Play Scales(Rubin et al., 1978). Children's play behaviors varied by quality of child-care centers and teachers' participation in play. When child-care quality was high, teachers' participated actively in children's play and children showed developmentally appropriate play behaviors.

• 아동학회지
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• 제19권1호
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• pp.131-140
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• 1998

The purpose of this study was to describe relations between the rough-and-tumble play of preschoolers and their social competence. The subjects were 61 4-year-olds and 59 5-year-olds. Children were observed on a day care center playground during free play time. Teachers were asked to rate the children's social competence. The results indicated that the incidence of rough-and-tumble play varied according to the sex of the child and the physical environment of the playground. Children's rough-and-tumble play was negatively correlated with measures of social competence.

• 한국보육지원학회지
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• 제13권1호
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• pp.143-166
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• 2017

Objective: The purpose of this study is to gain basic information for parental education by investigating parent's implementation and perception of children's right to play. Methods: The subjects of this study were 458 parents who have a child in kindergarten or 1st grade of elementary school in J city. The research tool used in this study, the Parent's Perception of and Implementation for Children's Right to Play(PPICRP), was developed by researchers. PPICRP is a 5type rating scale questionnaire which includes the selection of a space for play, play time, play mate, instrument, etc. The data were analyzed by using the SPSS 18.0 program. Results: The results showed that the parent's implementation for children's right to play was lower than the parent's perception of it except for the selection of play instrument. Conclusion/Implications: The results of this study imply that there is a need for parent education which contains concepts and stresses the importance of play, which implement children's right to play. The unexpected result in the play instrument, the excessive organization of the play by adults, and the difference of parent's implementation according to the gender of their children were further discussed.

• 대한가정학회지
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• 제51권1호
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• pp.45-57
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• 2013

This study explores the types of daily routines in child care centers based on the time planned for indoor free choice activities, outdoor activities, group activities and nap/rest. The daily routine plans of 63 classes of 0 to 2-year-olds and 51 classes of 3 to 5-year-olds were cluster analyzed. Also, openness and closeness of child care programs as well as the most participated indoor/outdoor activities were examined using questionnaires developed for teachers. The results were as follows: First, teachers planned the most time for free play choice activity and comparatively less time for outdoor play during the day. Time for rest and naps were planned more for 0-2 year-olds whereas group activities were planned more for the 3-5 year-olds. Second, 3 daily routine types were found in the daily plans of child care centers, such as "Low-Activity Oriented," "Free Choice Activity Oriented" and "Group Activity Oriented" in 0 to 2-year-old classes and 3 to 5-year-old classes. Also, "Group Activity Oriented" type in 0 to 2-year-old classes showed more "closed" child care programs than the "Free Choice Activity Oriented" type. However, no difference was shown among the 3 types of daily routines in the openness and closeness of 3 to 5-year-old child care programs. Finally, all children, regardless of the types of daily routine, participated most in block activity and role play indoors and fixed-play equipment, sand play and free play outdoors.

• 한국산학기술학회논문지
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• 제19권5호
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• pp.296-302
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• 2018

본 연구는 우리나라 아동의 놀이 여가 실태를 파악하고자 서울 4개 지역과 경기 농촌 1개 지역의 초, 중, 고등학교 학급의 아동 총 564명을 대상으로 조사하였다. 아동의 놀이 여가 대상, 놀이 여가 시간, 놀이 여가 장소, 놀이 여가 비용 등의 일반적 경향을 파악하고, 놀이 여가의 연령별, 지역별, 성별 차이를 분석하였다. 이러한 연구결과를 중심으로 놀이 여가 활성화를 위한 방안을 논의하였다. 이상과 같은 연구결과를 요약, 논의하면 다음과 같다. 첫째, 놀이 여가의 대상은 가족보다는 친구의 비중이 높았고 연령이 증가할수록 부모 중 아버지의 비중이 감소하였다. 둘째, 아동의 놀이 여가시간은 미디어를 하면서 보내는 시간이 가장 많았다. 셋째, 아동이 이용하는 놀이 여가 장소도 매우 다양하고 과거와 달리 카페나 노래방 등 성인용 혹은 상업적인 장소가 상당수 있었으므로 놀이 여가의 비형식적이고 비상업적인 본질에 대한 재고가 필요한 것으로 나타났다. 넷째, 놀이 여가에 비용이 들어가고 있으며 흥미롭게도 놀이 여가 비용이 아동의 연령이나 성에 다라서는 차이가 없는 반면 지역별로 차이가 있었다.

• 대한가정학회지
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• 제18권1호
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• pp.111-119
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• 1980

To identify interest of primary school children and find the correlations between their interest and school achievement and emotion. Cluster-sampled 410 primary school children in Seoul were interviewed by the standardized questionnaire and data were analyzed statistically by computer system. 1) High SES has positive influence on school achievement. 2) children in higher SES tend to like more in-door-play or instrumental play. 30 More spending their times with in-door-play or instrumental play, children make better school achievement. 4) There is no significant relationships between the TV watching time and emotional stability. 5) More interest I social, natural science and arithmetic, children make higher achievement in all subjects above average. 6) Children's emotion has no association with school achievement, playing types and TV watching time but has positive association with SES.

• 아동학회지
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• 제21권4호
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• pp.197-210
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• 2000

This integrative review of research on the role of toys in the pretend play of young children investigated claims about the relative effects of abstract or unrealistic compared with concrete or realistic toys. Researchers and educators acknowledge the benefits of pretend play as an expression of the child's capacity of symbolic functioning and they attend to strategies for promoting pretend play at each stage of its development, including the selection and presentation of playthings. Highly structured or realistic toys were once thought to impede pretend play because they can only be used for a single intended purpose whereas less structured toys are pliant and hold the child's interest over longer periods of time as new ideas are tried out. However, the present review suggests that realistic toys are effective for very young children who still have limited representational capacity, and that realistic toys continue to give impetus to make-believe even for kindergarten children.