• Korean Journal of Human Ecology
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• v.19 no.5
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• pp.775-794
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• 2010

This study is to provided a basic model to encourage environment and outdoor play programs. The study was based on the analyses of actual activities performed in two child care centers in Daejeon area and the way in which the programs for outdoor play were related to the environment of the centers. Data were collected through 'The Daily Report of the Outdoor Play Programs: Plan and Evaluation' paper conducted at each center performed from 2007 to 2009. Following Mockwha Choi et al., (2007), the play observed and described by teachers was analyzed to classify play areas and play activities within each area. The places, equipment and, playthings using in each play period were also examined as well as the limitation and inspiration caused by the environment. The results of the study are as follows: 1) Empty and unfilled space tended to generate more types of non-structural play and role-pretend play 2)Adventurous play was rarely observed. More thoughtfully designed physical environments need to be provided for children to experience challenge and adventure through physical activities 3) Outdoor play environment should be suitable for the overall developments of infants and toddlers depending on their activities. A child care specialist should support the design such environment 4) Naturally, the programs of outdoor play will not be identical for all child care centers. Rather, they should go along with the programmatic characters and environmental attributes of each center. Therefore the awareness of teachers and parents as to the importance of must realize of outdoor play should be further increased.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.286-294
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• 2019

The purpose of this study is to determine what children's rights to play are. For this purpose, we extracted the core contents of schools' play environments and we developed a checklist that schools can use to evaluate their own play environments. We reviewed the UN Committee on the Rights of Children and the General Comments No. 17. Through this process, we found 16 core contents that the play environment should have. We conducted focus group interviews with children, parents and teachers, who are principle people involved with school play. The focus group interviews discussed the basic elements of the school play environment. The contents' validity was reviewed by a group of professionals. Based on this, we created an evaluation checklist with 10 major areas of the school play environment. The 10 areas of the school play environment evaluation scale are as follows. The ten areas of the play environment assessment scale for the school environment to ensure children's right to play are sufficient play time, sufficient play space, a child's best interests and the child's participation, nondiscrimination, diversity and freedom, challenge and adventure, safety, school policy, the play has an educating component, and community cooperation.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.461-472
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• 2017

The purpose of this study is to analyze the current status and condition of children's playgrounds in K which parents recognize as in Gyeonggi-do and provide basic data for the qualitative environment for daily outdoor play of young Children. To do so, a survey of 269 parents living in Gyeonggi-do was conducted and reconstructed based on the advanced research related to outdoor play. Also it was evaluated and revised after consultation with 3 children education specialists. The repossessed questionaries were frequency-analyzed with SPSS 20.0 program. The result of the analysis on outdoor playgrounds is in the following. First of all, it was analyzed that parents required 1 or 2 hours for their children to play outdoors in a type of "forest playgrounds." Moreover, they said that it was really important for the children to feel "interesting and funny" during the outdoor play, and they recognized that the play would be helpful for the children's socialization. However, they felt that a risk factor of the outdoor play was "a vehicle risk in streets." Secondly, the study suggested that there were outdoor playgrounds around parents' houses, and a type of the outdoor play was "a playground installed in the apartment complex." Furthermore, most of the parents weren't satisfied with the outdoor play because the apartment neglected the management of the playgrounds, and there were no playing facilities that were good enough to derive children's curiosity and adventurous spirit. The result also showed that most of the children played outdoors with "their mothers," and they participated in indoor activities, especially playing a game or watching TV rather than outdoor activities after attending a children educational institute. Lastly, when it comes to areas of outdoor play to be improved, it was necessary to "expand playgrounds that children can use for each season," build "safe playgrounds" for a type of the outdoor play," provide "playing spaces" for a spatial type, and "control vehicles around the playgrounds and deal with dangerous things" to prevent safety accidents. The result can expand the understanding of outdoor play for Young Children and offer discussions about the relevant organizations and studies.