• Journal of Korea Game Society
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• v.16 no.6
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• pp.7-18
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• 2016

This study was conducted to construct a program combining play and laughing activities with personality education. Self-recorded questionnaire was administered to investigate popularity of play(playing rules area, traditional play area, board game area), the laughing activity, digital games preference among 5th and 6th grade students. Most popular activities was board game area, followed by rule play area, traditional play area, and laughing activity in order. Group play among the rule play area, and Yutnory among traditional play, and digital games among board games were most preferred. This study suggest primitive classification and characterization of play and activities among senior elementary students. Further study for define classification of other eligible play and activities may be encouraged to establis high quality play and activity programs among elementary school students.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.305-320
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• 2004

놀이나 게임을 좋아하는 어린이들의 특성과 활동이 왕성한 초등학교 학생들의 발달 단계에 비추어 볼때, 놀이를 통한 수학학습은 효과적이고 흥미를 유발시킬 수 있으며 어렵고 딱딱한 과목에서 조금이라도 해방될 수 있을 것이라고 생각된다. 초등수학에 관한 구체적이고 실험적인 연구를 통하여 놀이 활동을 체계적이고 계획적으로 정리한 Skemp는 초등수학교육과 관련하여 활동 위주의 수업을 많이 하길 권하고 있다. Skemp 놀이 활동은 자투리 시간을 이용하여 학습을 보조하거나 재미로 해보는 종류의 놀이가 아니라 초등학교 교육과정의 전 요소를 학습할 수 있도록 체계적이고 의도적으로 짜여진 놀이 활동으로 모든 수학적 주제를 다루고 있다. 본 연구에서는 Skemp놀이 활동학습을 초등학교 5 ${\cdot}$ 6학년 특별보충반 아동들에게 적용하여 연산능력의 신장과 정의적 영역에 어떠한 영향을 미치는지 알아보았다.

• Proceeding of Spring/Autumn Annual Conference of KHA
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• 2005.11a
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• pp.255-258
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• 2005

Currently open spaces of an apartment housing complex are considered in Korea as a negligible live Place that only contributes to enlarge its construction capacity of an apartment without taking its effects on the living quality into account. This trend reduces outdoor playing activities of the children who are the main users of open spaces and consequently has a negative influence on the child's growth. Therefore it is a imminent problem that we should provide open space utilizing plans on the basis of the study upon the types of the children's playing activities within the residential environment. The study purpose is finding about an outside activity of the child takes any influence according to an apartment disposition format.

• (The) Research of the performance art and culture
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• no.19
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• pp.191-220
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• 2009

The aesthetics of Korean pantomimic mask-dance-drama is studied in this thesis. The scripts of the pantomimic mask-dance-drama were recorded generally, explanatorily and interpretively. The emotion and psychology are expressed by the look and body language. The mimic expression of the pantomimic mask-dance-drama was analyzed intensively. The speech drama is richer and deeper than the pantomimic mask-dance-drama at the aspect of the power of expression.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.191-202
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• 2016

In this study, a science museum teaching-learning model was developed with emphasis on play. In order to do this, the models of factor-centered museum education and process-centered museum education were reviewed and characteristics of science museum education were considered. The model developed in this study is called 'Play-Learning Model in Science Museum', and 'play' is defined as activities to achieve the mission in accordance with methods and rules set by individuals or small groups including scaffolding and play is divided into competition, simulation, and chance. 'Play-Learning Model in Science Museum' emphasizes learning using the articles on exhibition, scaffolding and interaction in small groups, and play. The model consists of four steps: 'Preparation', 'Exploring the exhibits', 'Experience', and 'Summary of learning content'. In the 'Preparation' step, the students form related knowledge and are ready to play. The 'Exploring the exhibits' step is the core step of this model, and entails the students solving problems in the mission by interacting with members of the small group. When they cannot find resolution, they get help. In the 'Experience' step, hands-on activities related to the prior step are included. In the 'Summary of learning content' step, the students summarize what they learned while playing. As science museum education is implemented in a variety of forms, continuous research about the science museum learning model and development of various programs are needed.

• Korean Journal of Childcare and Education
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• v.9 no.4
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• pp.185-210
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• 2013

The purpose of the study was to observe and categorize daily routines of infant classes in daycare centers based on quantity of indoor and outdoor free play, group activities and nap/rest and explore differences in infants' play and teacher's behavior according to daily routine types. A team of trained observer observed daily routines and teacher's behavior of 26 infant classes from 7 daycare centers for two days and teachers evaluated 164 infants' playfulness. As a result daily routines of infant classes were categorized into two types: "Indoor & Outdoor Free Play Oriented" and "Group Activities & Rest Oriented". Infants' playfulness of "Indoor & Outdoor Free Play Oriented" groups were higher than that of "Group Activities & Rest Oriented" groups. Teachers from "Indoor & Outdoor Free Play Oriented" groups were found to have more experiences in the field and also they showed more positive and neutral guidance than the others.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.6
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• pp.162-176
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• 2016

The experience and play activities in forest spaces have played an effective role in children's growth and development, therefore, many studies and projects related to forest activity space have progressed actively. However, the focus of previous research has been merely on the effectiveness of forest activity but little on providing the basis for the spatial design of these types of forest activity spaces. Thus, this study aims to identify the relationship between children's developmental play activity and the physical characteristics of forest activity spaces for evidence-based design. First of all, indicators for Cognitive-Social play(CSP) was selected and forest spaces were categorize into play facility spaces and forest spaces. More detailed environmental characteristics of each space were 'play area' and 'paving materials' for play facilities and 'density of tree and shrub', 'slope', 'paving materials' and 'fixing and type of natural loose parts' for forest space. Through environmental inventory and behavior observation, the types of play behaviors and the occurrence frequency of children aged four to five were collected and analyzed. The results were as follows: 1) In play facility spaces, play behaviors occurred at a high frequency at the facility playground with play facilities and sand area. In terms of CSP, functional-solitary and functional-parallel plays occurred predominantly. 2) In forest spaces, various play behaviors occurred at high frequency in the environment with low density planting and various natural loose parts. For CSP, functional-group and symbolic-group plays occurred at a high frequency. 3) Symbolic-group play appeared to be highly affected by environmental characteristics like tree area of scatter density or less, 10~20 degree slope, and the presence of fixed large stumps. In conclusion, this study provides standards of physical environmental characteristics for forest activity space design through direct observation and analysis of children's play behaviors.

• Proceedings of the Korea Contents Association Conference
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• 2014.11a
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• pp.305-306
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• 2014

본 논문은 게임분야와 교육공학 분야 전공 전문가들이 융합하여 초등교과 학습과정과 연계 시킨 역사수업 복습 게임을 제작 한 사례를 바탕으로 교육용 게임 제작 시 초기단계에 고려하면 도움이 되는 게임의 요인들을 소개 한다. 먼저 "좋은 게임"을 구성하는 게임 속 요인들을 중심으로 게임이 주는 유익한 요소들을 놀이의 본질에서부터 고찰하였다. 그리고 게임 고유의 특징이라 할 수 있는 파이디아(Paidia) 즉, 놀이적인 특성이 강한 영역과 복잡한 규칙을 갖는 루두수(Ludus)적 특징의 두 영역의 범주안에 좋은 게임의 요인들을 편입시켜 이를 중심으로 교육용 게임을 기획 하고 제작 하였다. 마직막으로 제시한 요인들이 교육용 게임 제작에 미치는 영향과 활용에 대해 논하고자 한다.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.311-329
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• 2015

This study examined the influences of children's playfulness and teacher-child interactions on their peer interactions, and investigated whether teacher-child interactions had any moderating effects upon the relation between child playfulness and peer interactions. The participants of this study were 240 children in fourth year classes in child care centers in Seoul and Gyoung-gi province and 24 of their teachers. In order to measure the research variables, the Korean version of PIPPS(Pen Interaction Peer Play Scale) by Choi and Shin(2008), the Children's Playfulness Scale(Barnett, 1991), and the modified version of the Caregiver Interaction Scale(Arnett, 1989) were used. The data were analyzed by means of descriptive statics, Pearson's correlations, and hierarchical regression analysis. The results indicated that children's playfulness and teacher-child interactions had significant effects on their peer interactions. Especially, the teacher-child interactions were related to the play disruption and the play disconnection of peer interactions. In addition, teacher-child interactions moderated the effect of children's social spontaneity(children's playfulness) on their play disconnection(peer interactions). The results have some implications for the role of teacher-child interactions in peer play interactions and a range of prevention efforts.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.97-111
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• 2012

This goal of this study was to find relationships between variables that have an influences on young children's leadership. The subjects of the study were 251 five year old children enrolled in childcare programs located in Seoul & Gyeonggi-do, Korea, the methods for analyzing children's leadership were t-tests, a correlation analysis and the multiple regression analysis which was used to recognize what factor affected the leadership of young children the most. The result of this study was that there was a difference between the sub-factor and leadership of playfulness according to the gender and birth order of young children and whether their mother was working out or not. In other words, there was a difference in the leadership and temperament according to gender and birth order and whether their mother was working out or not. Secondly, there was partial correlation between the temperament of young children, playfulness, and leadership according to the testing of the low-level variable factor. Thirdly, the strongest predictor of children's leadership wad the social independence among playfulness.