• 아동학회지
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• 제21권4호
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• pp.197-210
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• 2000

This integrative review of research on the role of toys in the pretend play of young children investigated claims about the relative effects of abstract or unrealistic compared with concrete or realistic toys. Researchers and educators acknowledge the benefits of pretend play as an expression of the child's capacity of symbolic functioning and they attend to strategies for promoting pretend play at each stage of its development, including the selection and presentation of playthings. Highly structured or realistic toys were once thought to impede pretend play because they can only be used for a single intended purpose whereas less structured toys are pliant and hold the child's interest over longer periods of time as new ideas are tried out. However, the present review suggests that realistic toys are effective for very young children who still have limited representational capacity, and that realistic toys continue to give impetus to make-believe even for kindergarten children.

• 한국생활과학회지
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• 제20권4호
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• pp.745-757
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• 2011

The purpose of this study was to explore status of mathematical interactions between parent and child and use of mathematical materials at home. For this purpose, questionnaires were developed. The framework of the questionnaires consisted of mathematics education content domains. 276 parents(4-5 year old children) in J Province responded to the questionnaires, which were analyzed according to the level of home income, the mother's work conditions and the mother's level of education. The results were as follows: First, between parent and child mathematical interaction at home showed a 2.84 score in average and frequency of mathematical interaction expressed in the domains of 'Understanding of regularity', 'Measurement', 'Growing number sense', 'Space and shapes', 'Organizing data and showing results'. The domains of 'Growing number sense', 'space and shapes', and 'measurement' showed significant difference only by mother's level of education. The higher the mother's level of education, the more frequent the mathematical interaction between parent and child. Second, the use of mathematical materials showed an average score of 1.18, which means mathematical materials were practically not used at home. Also, the use of mathematical materials showed a slightly significant difference when measures against the levels of home income and the mother's level of education. The results showed a significant difference in parent-child mathematical interactions, and the possession and use of mathematical materials when measures against by level of home income and the mother's work conditions. Therefore, the results of this study suggest that the parent education program for mathematical interaction to apply at home and mathematics curriculum to be connected early in childhood education institution and home should be developed for parents.

• 아동학회지
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• 제31권4호
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• pp.61-74
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• 2010

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

• 한국콘텐츠학회논문지
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• 제12권11호
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• pp.527-538
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• 2012

본 연구의 목적은 유아들의 통합 음악활동 중에 나타나는 음악적 경험을 바탕으로 유아들에게 있어 '음악하기'의 진정한 의미를 질적 연구방법으로 고찰해 봄으로써 유아음악교육이 지향해야 할 방향의 모색과 질적으로 보다 우수한 유아음악교육 프로그램 개발을 위한 기초 자료를 제공하는 데 있다. 본 연구는 2011년 9월 5일부터 11월 25일까지 진행되었으며, D시에 소재하고 있는 S 어린이집 만 4세 햇님반 유아 15명을 연구 대상으로 하였다. 참여 관찰 내용은 현장 기록으로 작성하여 자료화하였으며, 수집된 자료는 유아들의 음악적 경험의 범주-노래 부르기, 음악듣기, 신체표현하기, 리듬 및 박자 익히기, 악기 연주하기-에 따라 분석하였다. 연구 결과 유아들에게 있어 '음악하기'의 의미는 '움직임 만들기'와 '따라 하기'를 통한 마음의 주고받기', '즐겁고 기대되는 놀이', '악기는 곧 놀잇감', 그리고 '진짜로서의 '나'를 찾아가기'로 나타났다.

• Child Health Nursing Research
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• 제25권2호
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• pp.154-164
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• 2019

Purpose: The study aimed to develop a play toolkit to facilitate infants' and toddlers' symbolic thought and fine motor development. Methods: This study used a methodological study design including two phases of development and evaluation. After reviewing the play culture and developmental health issues in Kyrgyzstan through a literature review and interviews with local experts and parents, the toolkit was developed and evaluated using content validity and utilization tests. Results: The toolkit was based on Westby's symbolic play and the fine motor milestones in the Bright Futures Guidelines. The Toolkits were composed of an overall suggested play schedule according to the child's age, four kinds of play props, and a utilization guidebook for parents. The play props were a felt book, sorting and assembling blocks, cup blocks, and a tangram. The guidebook contained age-appropriate operating methods and alternative ways to use the materials. Conclusion: A play toolkit was developed to enhance nurturing practices among parents of infants and toddlers. The findings may help facilitate effective interactions between parents and their children. Considering that nurturing care is critical for achieving better child health outcomes, enhancing parenting resources and parent-child relations could function as an effective strategy for promoting child health.

• 한국산학기술학회논문지
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• 제14권9호
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• pp.4240-4247
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• 2013

본 연구의 목적은 어머니의 변인에 따라 안전지식과 가정 안전환경 실천의 차이를 조사하고, 안전지식과 안전환경 실천간의 관계를 검증하는 것이다. 연구대상은 전라북도 I시의 어린이집에 재원한 영유아의 자녀를 둔 어머니 143명이다. 연구도구는 선행연구 및 자료를 참고로 하여 연구목적에 적절하게 수정 보완한 질문지를 사용하였다. 수집된 자료는 빈도분석, 신뢰도 검증, 기술통계, 독립표본 t검증, F검증, Scheffe 사후 검증, Pearson 상관분석을 실시하였다. 연구결과를 제시하면 다음과 같다. 첫째, 어머니의 안전지식은 평균 보다는 약간 높은 수준으로 나타났다. 어머니의 연령에 따라 영유아 발달 특성, 놀잇감 안전, 위험 물질, 응급처치 영역에서 차이가 있었다. 어머니의 학력에 따라 안전지식의 총합 점수와 영유아 발달 특성, 위험 상황에서, 자녀의 연령에 따라 영유아 발달 특성, 전기 화재 안전에서 차이가 있었다. 둘째, 어머니는 대체적으로 가정의 안전환경을 위한 실천을 잘하고 있는 것으로 나타났다. 어머니의 연령에 따라 욕실과 현관영역에서, 자녀의 연령에 따라 안전환경 실천의 총합 점수와 방과 주방 영역에서 차이가 있었다. 셋째, 어머니의 안전지식과 안전환경 실천간에는 관계성이 없는 것으로 나타났다. 이러한 연구결과로 볼 때 어머니의 안전지식을 향상시킬 수 있는 다양한 안전교육 프로그램이 개발 운영될 필요성이 있다.