• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.17-26
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• 2004

The purpose of this study is to verify the effect of science-play activity that isn't easily completed in a course of study, put in practice an development activity class on the scientific inquiry skills and the scientific attitude of elementary school students. For this purpose, the general activity was applied for the comparative group (40 students), the science-play activity was applied for the experimental group (34 students); they are composed of 5th and 6th graders elementary school students of 74, a class of an hour during a week. The results were analyzed by means of comparing between groups as well as within groups. The results of this research is as follows: Firstly, the science-play activity as an development activity was effective in the improvement of the scientific attitudes of elementary school students. Secondly, the science-play activity as an development activity was effective in the improvement of the scientific inquiry skills of elementary school students.

• 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 Korean Society of Earth Science Education
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• v.7 no.1
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• pp.1-10
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• 2014

The purpose of this study is to introduce the science-play in the regular class, stimulate the student's curiosity, motivate them and take active part in their science class. To make an effective science class, we developed the science-play activity instead of experiments in the text, and applied it to the class. The experimental group has statistically meaningful results in the science process skills, expecially in subordinate elements such as observation, deduction, expectation, data analysis and assumption establishments(p<.01). However, the comparative group has no meaningful results in the science process skills. Though the average value of the science related attitude in the experimental group had only a little increase and had no statistically meaningful results, that in the comparative group has decreased during the same period. As for the experimental group, the science-play activities were repeated and their science related attitude has increased a little. Even though there were no meaningful statistic results(p>.05), the science-play activity was effective in the science related attitude. As a result of this research, it could be said that the science-play activity can improve the student's science process skills and the science related attitude, and the science-play program should be further developed and applied to make easy and effective science classes.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.1
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• pp.1-9
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• 2017

Objective : This paper is a report on the PLAY inSIde camp which connects sensory integration and play; the camp was designed for celebrating the KASI's 20th anniversary. Subjective : The camp was consisted of group play activity programs based on sensory integration for children aged 5~6 years with developmental disorder. The programs consisted of the Opening Program, Group Activity Program, Post Group Activity Program, and the Closing Activity Program. During the children's programs, their parents participated in parent education. The therapists participating in the camp planned and envisioned activity programs through pre-meetings and rehearsal sessions, where there were discussions among therapists and supporters. Conclusion : Through the camp, children experienced play activities involving sensory integration with other children, therapists shared their expertise in interaction with other therapists, and the KASI could share the accumulated resources with the society. After the events designed by the KASI, social participation through the occupation based on sensory integration could be facilitated and promoted in the future.

• Journal of the Korean housing association
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• v.23 no.1
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• pp.89-96
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• 2012

The purpose of this study is to find out the characteristics of activity areas according to the age difference and provide the alternatives for space planning of activity areas in classroom of childcare centers. This study used the content analysis method for field survey data collected from 36 classrooms of 9 childcare centers in the Daejeon area. Floor plans were converted to Autocad drawings to analyze the characteristics of activity areas. The results of this study were as follows; 1) In case of 0 to 2-year-old classrooms, they had 6 activity areas such as gross-motor area, role play, block building, language, creative expression, exploration/manipulation area. The activity area with the most low frequency was gross-motor area. 2) In case of 0 to 2-year-old classrooms, the size of activity area was in order of gross-motor area > role play > block building > language > creative expression > exploration/manipulation area. In case of 3 to 5-year-old classrooms, the size of activity area was in order of language > art > role play > math > block building > science > tone and rhythmic area. 3) The central areas with easy access in 0 to 2-year-old classrooms were Large-motor and Imaginary Play Areas. Also, more isolated areas were Manupulatives and Block Areas. The central areas with easy access in 3 to 5-year-old classrooms were Arts, Numbers and Manupulatives. While more isolated areas were Music, Movement and Science Areas.

• Food Science of Animal Resources
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• v.31 no.3
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• pp.381-388
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• 2011

Dietary conjugated linoleic acid (CLA) play key roles in lipid metabolism. Here, we investigated the effect of CLA on the transcriptional activity of TR4, an orphan nuclear receptor that plays an important role in lipid homeostasis. CLA increased TR4 gene mRNA level in 3T3-L1 adipocytes, but inhibited TR4 transcriptional activity in a dose-dependent manner. TR4 induced perilipin expression in 3T3-L1 adipocytes by activating perilipin promoter activity. In a gel shift assay, TR4 bound direct to the putative TR4 response element in the perilipin promoter. Interestingly, CLA reduced the interaction between TR4 and consensus DR1, a well-known TR4 binding site. Additionally, CLA inhibited TR4-induced perilipin promoter activity in a dose-dependent manner. Together, our results suggest that CLA may play a role in lipid homeostasis in adipocytes by functionally regulating TR4.

• Child Health Nursing Research
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• v.12 no.4
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• pp.486-494
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• 2006

Purpose: This study was done to analyze children's play during hospitalization. Method: Data were collected from 36 play situations of hospitalized children, ages 2 to 6, hospitalized at 4 general hospitals, one in each city, Seoul, Suwon, Daejeon and Daegu. All observations were made in pediatric units during free-play periods. Each child was observed for 5 minutes at each observation and observed three times at each play session. Results: Of the children, 83.3% played on the bed. Play partners were mainly mothers. While 75.0% of children actively took part in play activity and 70.0% played with joy, 63.9% of play partners were more passive in the play. The most frequent play material was a small toy. The level of play was early stage of social and cognitive play, and dramatic play was observed in a few children over the age of 3 years. The play activities were conversional play, reflections of therapeutic procedures, imagination, and exploratory play. In the conversional play, children converted hospital equipments into play materials. Conclusion: It is recommended that health care team members should pay attention and actively participate in play of hospitalized children in order to help them have some control over the stress of the situation.

• Journal of the Korean housing association
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• v.25 no.4
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• pp.83-91
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• 2014

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration of activity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-care centers. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis on floor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this study were as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was $61.6m^2$ for care oriented type, $41.4m^2$ for indoor activity oriented type and $48.8m^2$ for group activity oriented type. There was no significant difference in composition of activity areas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composed of 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation. Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classrooms were composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math and science. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, most separate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-old classroom were art and math. Also, most separate areas were tone and rhythmic and science.

• Korean Journal of Human Ecology
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• v.16 no.4
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• pp.855-875
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• 2007

The purpose of this study is to suggest a guideline for outdoor play settings in child care centers. From March to July, 2005, data were collected from 223 directors at child care centers through a structured questionnaire, field measurement survey and non-participatory observation in seventeen child care centers in Seoul and Daejeon. The statistical methods for analysing data were frequency, percentage, mean, $X^2$ and F-test. The results showed as follows: 1)the existing outdoor playground area in child care centers should be expanded more than $4\;m^2$ per child. 2) Outdoor play facilities should be equipped with two structured play sets, a play facility for unstructured play and an adventure facility to make child's various activities possible and to promote child development. 3)flooring materials for outdoor playground should be required to use more than three kinds such as solid coverings (cf. asphalt, standard concrete), wood, lawn, soil or sands. 4)to let children enjoy various activities, outdoor playground area should be composed of various play facilities like indoor play gyms and should be independent but have good connections between play facilities depending on characteristics of play activities. 5)Play spaces of outdoor playground should be composed of physical play space, unstructured and dramatized play space, rest space, space for nature and adventure space. In addition, appropriate play equipments should be provided in respective play space.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.25-41
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• 2002

The Korean National curriculum is divided into the curriculum, discretion, and extra curriculum activity. Extra curriculum among them consists of fie grounds, that is, a self-governing, adjusting, developing, service and exercise activity. The content of developing activity among them includes academic literary arts, in that the developing activity related to science. The developing activity connected with science can be a good chance which students can have deepened learning besides a regular course. In addition, effective management in science class can play an important role to cultivate scientific sense and to raise scientific talent. The study finds out how the management connected with science-related extra-curricula activity in science is actually going on. The study carries out a questionnaire with 40 teachers and interviews 5 teachers as well who are in charge of science-related extra-curricula activity connected with science. As a result, on the side of students, ① systematic introduction course in science is not given to them, ② the course is operating without considering students interests and levels, so it causes the problems of developing their potential ability and extension. On the side of teachers, ① they organize the science department based on school's situation and policy. ② they disregard teachers' roles and interests. ③ the science department's program is operating improvisedly rather than systematically, ④ the evaluation is done formally is found out. I have come to know that to manage a desirable science-related extra-curricula activity connected with science needs to have sufficient, detailed materials and experts from outside.