• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.196-203
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• 2020

In this study, we tried to explore the actual direction for the play culture by looking at the social perception of the change of play culture due to the Corona 19 using big data analysis. For this research, we used Textom, a website specializing in collecting big data, and collected 10,216 data using keywords of "Corona + Play," "Play Culture" and "Leisure" from January 19, 2020 to September 30, 2020, when the first confirmed case of Corona 19 occurred in Korea on various portal sites at home and abroad. The results of this paper showed that the social perception of the play culture in Corona 19 was 51.61%, not much different from the negative image of 48.15%. It is necessary to develop a play culture program that can identify people's various desires and emotions under the premise that situations similar to the current With Corona period and Corona19 can occur at any time, and find mental and physical stability and vitality in unstable situations. In addition, the results of this study can be used as basic data for the development of play culture policies or programs, with the significance that this study helped vitalize big data utilization research in the fields of play, leisure, and culture.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.51-62
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• 2003

This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

• The Research Journal of the Costume Culture
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• v.19 no.5
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• pp.945-956
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• 2011

The purpose for this paper is to categorize and analyze the aesthetic characteristics of graphic factors in contemporary fashion design by media source. Focused on play-instinct visual expression in contemporary fashion design and adopted media source following the way of communication design. A variety of literatures and online sites for graphic factors in contemporary fashion was studied. The standard of media source is classified as graphic media-source: photography media-source, typography media-source, illustration media-source. With this standard, expressed ways are as followings. First, graphic media-source in play-instinct expressional fashion design is mostly borrowing existed character or using designer's brand logo. Second, photography media-source in play-instinct expressional fashion design is placed photograph of social issued people in front of shirt. Third, typography media-source in play-instinct expressional contemporary fashion design is mostly expressed social messages or designer's name in brand. Fourth, illustration media-source is the best way to express play-instinct visual expression. Based on these, aesthetic characteristics of graphic factor in contemporary fashion by media source are classified as three: social words, playfulness and information transference. Frequency ratio using media source per aesthetic characteristics is different and these are able to categorize expression way and image feature. In conclusion, expressional way of graphic factors in contemporary fashion design became diverse as social and cultural changing. Frequency of graphic factor use in contemporary fashion is increased than before. This paper suggested that fashion design is one of the way of communicating with people and should be analyzed graphic factors in contemporary fashion design.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.153-171
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• 1996

The purpose of this study was to examine children's social-cognitive modes of play in same-age and mixed-age kindergarten classrooms. The subjects were 45 children. in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4- and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of each child's indoor free-play periods. Observational data were collected by the time sampling method with the social cognitive play behavioral checking list based on an adaptation of one devised by Rubin(1985). The data was analyzed by t-test with the SAS computer program. Four- and five-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 4- and 5-year-olds in same-age classrooms. Four-year-olds in same-age classrooms were more likely to engage in solitary-functional, parallel-functional, and group-functional play than 4-year-olds in mixed-age classrooms. However, 4-year-olds in mixed-age classrooms were more likely to engage in group-constructive, group-dramatic, solitary-game, and group-game play than 4-year-olds in same-age classrooms. Five-year-olds in same-age classes were more likely to engage in solitary-functional and parallel-functional play than 5-year-olds in mixed-age classes. Five-year-olds in mixed-age classes were more likely to engage in group-constructive, group-dramatic, and group-game play than their counterparts in same-age settings.

• 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 Contemporary Eastern Asia
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• v.14 no.1
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• pp.57-69
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• 2015

This paper explores some of the ways in which social games - games played with others through social network sites such as Facebook - are situated within the everyday. It argues that social games are more than just games; they perform a range of interactive and integrative functions across and within people's lives and therefore need to be investigated as such. Social games en-able spaces for and practices of creative expression, and identity management. They also form a mechanism through which relations can be enacted and maintained across and outside of the game environment. This argument requires the researcher to consider the panoply of ways in which people integrate social games within their lives and everyday practices. Part of a larger project, this paper explores some findings from an exploratory survey of Australian game play-ers about their management and integration of game play within the everyday with a particular focus on gender.

• Journal of The Korean Society of Integrative Medicine
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• v.8 no.4
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• pp.265-275
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• 2020

Purpose : In this study, we would like to apply oral sensory play therapy program to children with cerebral palsy who have sensitive oral senses to find out the effect on oral sensory ability, oral function, performance ability and sociality. Methods : The subjects of this study were 20 children diagnosed with cerebral palsy, and 10 experimental groups and 10 control groups. Oral sensory play therapy programs, including oral sensory programs, were conducted in the experimental group, while only oral sensory programs were conducted in the control group. Oral Sensory Treatment Level was used to identify the sensory profile and the overall oral function of the oral function was used, and the performance and satisfaction of Canadian occupational performance measure (COPM) were examined to find out the performance of the work, and social skills were examined for social skills (SMS). Results : The level of oral sensory treatment, overall oral function, work performance and sociality all increased significantly in the experimental group, but the oral sense and oral function in the control group were significantly increased, but not significantly in the case of work performance and sociality. Conclusion : Through this study, we confirmed that oral sensory play therapy program is an effective arbitration method for oral sensation, oral function, work performance and social enhancement of children with cerebral palsy. Based on the results of this study, the study of arbitration protocols for children with cerebral palsy with oral sensory problems will have to be more active.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.79-94
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• 2016

Objective: This study aimed to examine the predictors of indoor play behaviors using cluster analyses. Methods: Data from 963 children (age 4 years) who participated in the $5^{th}$ phase of the Panel Study of Korean Children, their parents, and their teachers were analyzed using K-means clustering analyses, F-tests and multinomial logistic regression analyses. Results: The clustering analyses revealed three distinctive profiles: positive-theme oriented, general-exploratory/manipulative, and negative-exploratory/manipulative groups. Child characteristics, including cognition, language, and social level, and teachers' age were significantly associated with the groups in a different way; the clusters were partially different in the gender and creativity of children, interaction level of teachers' interaction, classroom environment, and program types that children attended. Conclusion: Findings revealed three clusters of play behaviors and highlighted the importance of the ecological variables that determined the clusters.

• Korean Journal of Human Ecology
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• v.15 no.2
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• pp.209-225
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• 2006

The purpose of this study is to research the actual condition of environment and management of outdoor play at child care centers in Seoul, and to present a planning guideline for outdoor play environment. For this purpose, data were collected by a structured questionnaire and subjects were 164 directors of child care centers located in Seoul. The contents of the questionnaire were composed of general facts about the respondent and facility, environmental condition, managerial condition, and director's understanding about outdoor play. The data were then analyzed using the frequency, percentage, mean and crosstab. The major results have shown the following: 1) Most child care centers in Seoul had some space for outdoor play. 62% of them used front yard and 11 % a rooftop. 2) The space usually included fixed play instruments such as slide and complex unit structures, sand play area, and open area. It also had many natural elements as shrubs and earth. 3) 78% of the centers had a schedule for outdoor play. The schedule operates flexibly according to each center's own day schedule. Generally, a time for outdoor play was 21 to 30 minutes. 4) The directors of child care centers thought highly of outdoor play for it contributes to the balanced development of children. They answered that equipments and spaces, program devices, and teacher's understanding are some of the important factors for active outdoor play. 5) Most of them wanted wood-working area (construction activity area), water play area, and cages.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.303-311
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• 2020

This study examines the effects of children's play activities through forest experience on their parents' expectation and multiple intelligence improvement. To achieve this, an empirical survey was conducted by applying a structural equation model to 152 parents with children. As a result, first, physical and cognitive factors were adopted, and social factors were rejected in the factors that influence the physical, social, and cognitive factors of children's forest experience play activities on parents' expectation of children's safety activities and concern about fine dust. Second, their physical, social and cognitive factors affected their sociality among sub-factors of multiple intelligence improvement. Their social and cognitive spontaneities significantly affected their sensitivity and creativity improvements. Third, parents' expectation did not appear to play a significant mediating role in the effect of play activity through forest experience on multiple intelligence improvement. This study has confirmed that their physical and cognitive factors of play activities through forest experience are directly affected by their parents' concern about fine dust and expectation of their safe activities, and has suggested that their sociality can be thoroughly learned through various educational programs in daycare centers, which is somewhat far from their parents' expectation of their play activities through forest experience.