• Title/Summary/Keyword: story making

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Children's Theory of Mind in Pretend Play and Story-Making (가작화 놀이와 이야기 만들기에서 나타나는 유아의 마음 다루기)

  • Song, Young-Joo
    • Korean Journal of Child Studies
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    • v.33 no.3
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    • pp.99-117
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    • 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'.

Story Making Activity with Fantasy Picture Books : Effect on the Language Expression and Creativity of Young Children (환상동화를 통한 이야기 꾸미기 활동이 유아의 언어표현력 및 창의성에 미치는 효과)

  • Kim, Soo Young;Kim, Kyeong Mi
    • Korean Journal of Child Studies
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    • v.27 no.1
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    • pp.81-94
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    • 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.

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The Relationship Between Young Children's Comprehension Ability and Story Making : The Development of Narrative (내러티브 발달 : 유아의 이야기 내용이해 및 꾸미기 능력간의 관계 분석)

  • Hwang, Yoon-Se
    • Korean Journal of Child Studies
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    • v.28 no.2
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    • pp.39-53
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    • 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.

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The Effects of Story Making Activities by Utilizing Postmodern Picture Books on Young Children's Creativity and Story Construction Ability (포스트모던 그림책을 활용한 이야기꾸미기 활동이 유아의 창의성 및 이야기 구성능력에 미치는 효과)

  • Kim, Hee Jung;Seo, Hyun Ah
    • Korean Journal of Childcare and Education
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    • v.10 no.4
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    • pp.51-69
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    • 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.

The Effects of Mathematics Lessons Applying Story Making in the Mathematics Achievement and Attitude toward Mathematics (스토리구성을 적용한 수학 수업이 학업성취도 및 수학에 대한 태도에 미치는 영향)

  • Jang, Yu Jin;Choi, Jae Ho
    • Journal of Elementary Mathematics Education in Korea
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    • v.19 no.2
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    • pp.231-250
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    • 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.

Implementation of 'Instructive Fairy Tale Story Making' Model to Cultivate Creativity and Character (창의·인성 함양을 위한 '교훈적 동화 만들기' 수업 모형의 적용 방안)

  • Kim, Hun-Hee;Choi, Yun-Hee
    • The Journal of the Korea Contents Association
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    • v.15 no.7
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    • pp.655-663
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    • 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.

Differences in Intersubjectivity During Joint Story Making Activity by Closeness of Peer Relationship (유아의 또래 친밀도에 따른 상호주관성의 차이 : 글 없는 그림책 이야기 꾸미기를 중심으로)

  • Kim, Hyojin;Kwon, Myn-gyun
    • Korean Journal of Child Studies
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    • v.28 no.4
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    • pp.19-33
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    • 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.

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Design for Story-making: Conceptual Exploration on Emotionally Sustainable Design

  • Hong, Min-Jung
    • Journal of the Korea Furniture Society
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    • v.19 no.2
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    • pp.141-150
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    • 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.

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A changing direction of Story Contents in Animation (애니메이션 스토리 컨텐츠의 전환)

  • Kim, Dong-Ok
    • Cartoon and Animation Studies
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    • s.6
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    • pp.23-33
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    • 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.

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The Effects of Picture Storybook Making Activities by Computer on Children's Storytelling Ability and Creativity (컴퓨터를 활용한 그림 동화 만들기 활동이 유아의 이야기 꾸미기 능력과 창의성에 미치는 영향)

  • Ko, Eun Ae;Chung, Chung Hee
    • Korean Journal of Child Studies
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    • v.26 no.4
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    • pp.189-207
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    • 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.

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