• Korean Journal of Child Studies
• /
• v.33 no.3
• /
• pp.99-117
• /
• 2012

The purpose of this study was to investigate children's theory of mind in pretend play and story-making, from a qualitative perspective. Three-to-five year old children participated in group play and individual story-making activities. Children's narratives undertaken in two tasks were video-taped, transcribed, analyzed and reorganized into three key propositions, in consideration of the field notes that the researcher had taken. The children started their pretend play and story-making activities by 'forming connections among minds' of participants or story components. They continued to engage in pretend play and story making by 'dealing minds constructively and consistently' to keep their themes. Finally they resolved discordances in play and story-making by 'settings different mind windows and moving among them flexibly'.

• Korean Journal of Child Studies
• /
• v.27 no.1
• /
• pp.81-94
• /
• 2006

Participants in this study of the effect of story making activity on the language expression and creativity of young children were all forty 5-year-old children in a child-care facility. The experimental group read the fantasy picture book and engaged in story making activity; the control group read the same fantasy picture books the experimental group but didn't have any story making activity. Experimental treatments were given twice a week for 6 weeks. Data were analyzed by MANCOVA using scores of the pre-test as covariance. Differences were found between experimental and control groups in language expression and creativity showing that story making activity using the fantasy picture book was more effective than just reading without story making activity.

• Korean Journal of Child Studies
• /
• v.28 no.2
• /
• pp.39-53
• /
• 2007

This study investigated the relationship between young children's comprehension and story making(narrative) by age and gender. Subjects were 109 3-, 4-, and 5-year-olds at two child care centers in K Province. Data were analyzed by two-way ANOVA and simple regression analysis. Results showed differences in comprehension between 3-, 4- and 5-year old children and differences in story making ability between 3- and 5-year-old children. Children's comprehension and story making had positive relationships. Specifically, there were significant relationships with children's comprehension and story construct concept, sentence structure level, language(vocabulary and sentence structure). In sum, the results of this study reveal that young children's comprehension ability is partially related to story making ability by age.

• Korean Journal of Childcare and Education
• /
• v.10 no.4
• /
• pp.51-69
• /
• 2014

To investigate the effects of story making activities by utilizing postmodern picture books on young children's creativity and story construction ability, this study targeted 21 five-year-old preschoolers in G daycare center and 18 five-year-old preschoolers in J daycare center located in J Gun, Busan City. 21 young children in G daycare center engaged in story making activities by utilizing postmodern picture books totaling 18 times for 12 weeks, and 18 young children in G daycare center, the comparison group, read postmodern picture books individually in free choice activity time. The results of the study are summarized as follows. Story making activities by utilizing postmodern picture books made statistically more significant progress in the subordinate elements of creativity and all the subordinate elements of story construction ability. That means those activities, by utilizing postmodern picture books, have a positive effect both on the development of young children's creativity and story construction ability.

• Journal of Elementary Mathematics Education in Korea
• /
• v.19 no.2
• /
• pp.231-250
• /
• 2015

The objective of this study is to analyze the effects 6th grade mathematics lessons applying story making have on the mathematics achievement and attitude toward mathematics. For this study, using two examination devices for measuring mathematical attitudes and mathematics learning achievement, a pre-test and post-test were conducted. In the pre-test, it was found that the two groups are identical groups. The post-test was used for verifying the research problems and the results of post-test were analyzed using t-test. The findings of this study are below. First, lessons applying story making influenced the mathematics achievement of children. This implies that lessons applying story making are more effective for improving a mathematics achievement than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of learning achievement in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on the mathematics achievement of children. Second, lessons applying story making influenced the mathematical attitudes of children. This implies that the lessons are more effective for improving mathematical attitude than a general teaching and learning method. Also, when carrying out the t-test of pre-test and post-test results of mathematical attitudes in experimental groups, there was a significant change as well. It is therefore supposed that lessons applying story making have positive effect on mathematical attitudes of children. From the results, it was found that mathematics lessons applying story making can be used to change the mathematics achievement and mathematical attitudes of students positively.

• The Journal of the Korea Contents Association
• /
• v.15 no.7
• /
• pp.655-663
• /
• 2015

The purpose of this study is to inquiry 'instructive fairy tale story making' teaching model developed in Russia to cultivate creativity and character and to present implementation idea in Korea. Fairy tale story is one of first tasks to spread his and her creativity and latent ability, and good genre to identify and express his and her feeling and to accomplish through these experience for children. In process of this teaching model, they are able to recognize and compare good literary works, to know 'instructive fairy tale story making' algorithm and to do 'instructive fairy tale story making' personally. As a result, students' imagination, creativity and linguistic performance would be developed more through 'instructive fairy tale story making', at the same time they will examine closely and apply moral and ethical contents in daily life and internalize.

• Korean Journal of Child Studies
• /
• v.28 no.4
• /
• pp.19-33
• /
• 2007

This study examined the effects of closeness of peer relationships on intersubjectivity in young children's joint story making of wordless picture books. The joint story making activity of 32 five-year-old children was videotaped and transcribed, and the structure and negotiation types of interaction were examined by Goncu's (1993a) measure of intersubjectivity. Results showed (1) closeness of peer relationship was related to the structure of intersubjectivity children working with very close peers exhibited more turns. (2) Children working with very close peers used more extension and acceptance negotiation types, whereas the children working with non-close peers used more building-on of own ideas and irrelevant acts of negotiation.

• Journal of the Korea Furniture Society
• /
• v.19 no.2
• /
• pp.141-150
• /
• 2008

Exploring on two major questions: 'Why do we feel more love for certain objects?' and 'How can design use this knowledge to realize design sustainability?', this article presents an alternative way of approaching the problem of design sustainability from the perspective that our relationships with design objects are of an extended mode of social relations. Recent discussions on design sustainability have transformed the notion of the problem by seeing it as a problem of our basic perception of design objects and our relationships with them. In this light, I propose that design sustainability could not be achieved solely by approaching from a mechanistic perspective, but by re-framing the way we see and relate things around us and by supporting our changes and actions to move forward a more sustainable notion of our relationships with the objects. As a way to realize design sustainability, I propose that design should involve story-making quality that supports our initiatives to build more affectional relations with objects by seeing the objects as entities of communication that tell stories of us, thus reflect our identities and meanings of our lives. Proceeding on the exploration of the subject, I present some of conceptual outlines in forms of an image diary, an interplay-able furniture unit, and a performance instruction that suggest a way for a special story-making process and thus a stronger emotional tie with the objects.

• Cartoon and Animation Studies
• /
• s.6
• /
• pp.23-33
• /
• 2002

This study is for making new story contents in animation fields through recent theater's animation trends. It is the Anti-Disney which is totally different from the attribute of Disney animation. It has three results as following. The first, Anti-Disneymation reveals the realistic America's problems such as violence, adolescent's loneliness, the slums of black people, etc. Next, animation's main target changed from just for child to for adults using various story themes. Also, the main characters are no longer beautiful and charming one like Disney animation's one and it makes we look at the matter woman another angle and makes totally different story telling. By the results above, we might to making an effort in creating Korean style animation with lyrical expression and cultural assets.

• Korean Journal of Child Studies
• /
• v.26 no.4
• /
• pp.189-207
• /
• 2005

This study examined the effects of picture storybook making activities with computer plays on children's storytelling ability and creativity. Seventy 5-year-old children from two day-care classes participated in this eight-week program. The experimental class used the computer software of 'Stanley's Sticker Stories.' The comparison class used paper and pencil. Data analysis was implemented by ANCOVA and t-test. Significant differences were found between the experimental and comparison groups in story telling ability by story structure, imagination, vocabulary, sentence structure, and creativity showing that picture storybook making activities with the computer was more effective than traditional picture storybook making activities.