• Korean Journal of Child Studies
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• v.21 no.1
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• pp.269-281
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• 2000

본 연구의 목적은 유아교육기관의 자유놀이 시간에 자발적으로 출현하는 유아의 쓰기 활동의 양상과 이를 지지하는 유아교육기관의 환경에 대하여 탐색하는 것이다. 이를 위하여 본 연구에서는 연구의 대상으로 미국 캘리포니아주에 위치한 대학 부설 유아교육기관과 유아를 선정하고 관찰한 후 그 결과를 서술하고 분석하였다. 본 연구의 결과 연구의 대상인 유아교육기관의 전반적인 환경에는 다양한 문해 활동 자료들이 풍부하게 마련되어 있었고 유아들은 이러한 환경에서의 자유놀이의 맥락 내에서 자발적으로 쓰기 활동에 참여하였다. 유아들은 실제 생활을 운용하기 위하여 효율적으로 쓰기 활동에 참여하였고, 또래들과 교사들과 함께 그들의 쓰기 작품을 읽고 그 의미를 토론하면서 쓰기 언어에 대한 그들의 발전적인 지식을 표출하였다. 본 연구의 결과는 형식적인 쓰기 교수법이 없이도 다양한 문해 활동 자료들이 풍부하게 갖추어진 질 높은 유아교육기관의 자유놀이 시간을 통해 유아의 쓰기 언어 학습이 효율적으로 이루어질 수 있다는 사실을 증명함으로써 유아교육기관에서의 언어 교육의 실제에 적용할 수 있는 시사점을 제공한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.10
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• pp.4855-4864
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• 2013

The purpose of this research is to examine the effects of infants' free play in forests on the development of their sociality. The 24 infants of a kindergarten in Jeju city, who is four years old, participated in the research. Participants freely played in forests for two hours at each time according to their own interests and demands, and this play performed twice every week for total 12 weeks. The results are as followed. Firstly, the free play activities in forests improved the infants' sociality. Secondly, the activities improved every sub-factors of the sociality such as cooperativeness, the acceptance of view, the free will, and the interaction. The results indicate that forests provide rich natural objects for infants to create various and new play by themselves. In addition, the free play activities in forests could build good inter-personal relationship through active interaction among the infants and lead positive impact on the development of their sociality.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.41-48
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• 2022

The purpose of this study is to compare the meaning of the experience of robot play in the free play time of 5-year-old children in daycare centers with the experience of 5-year-old children in the structural group activities of teachers. To this end, a total of 32 children (15 in the experimental group and 17 in the comparative group) aged 5 were conducted for 1 hour three times a week for 10 weeks. Robots were supported as toys in the classroom of the experimental group, and children in the comparative group freely experienced robot exploration and play during free play time, and children in the comparative group learned the robot's functions and performed structural group activities based on the 2019 Revised Nuri Curriculum national-level curriculum. As a result of analyzing the difference between pre-test and post-test, the use of robots in free play showed a significant effect in creativity and fluency of children, and a significant effect in expression of pleasure in playability. These results suggest that robots are meaningful as play materials in early childhood education, which aims for infant-led free play, and that it is worth studying the robot experiences of children in these free situations in the future.

• Journal of Convergence for Information Technology
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• v.11 no.6
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• pp.120-130
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• 2021

This study was conducted for the purpose of developing an education program using smart apps that supports free play of children based on STEAM education and verifying its effectiveness. In order to achieve the purpose of the study, contents for using smart apps based on STEAM education for children's free play were derived through literature and data collection and field surveys in related fields, and a program was developed based on this. This program is a teaching strategy in which teachers and children interact at the start, middle, and end of free play using the 'Free Play' app installed on a smartphone. An experimental study was conducted to verify the effectiveness of the program using smart apps that support children's free play. As a result of the study, it was confirmed that the application of this program improves the self-regulation of children. This study is a teaching strategy to support both teachers and children during free play time, the core of early childhood education, and developed and applied the program with the idea of convergence of engineering and education, and hopes that it will be a starting point for revitalizing education using smart apps in the future education field.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.407-436
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• 2013

This study, based on understanding the play features of the participants, explores early children's peer-relation strategies of maintaining and altering play frame and understanding the meaning of the strategies. Free play of 5-year-old children's was observed. The child-care center was visited 1 or 2 days a week, from March to October, 2012. The data collected were based from field notes, interviews with participants, their workbooks and more. The participants used strategies such as 'refusing', 'incapacitating', 'interpreting in a way to sympathize', and 'changing the rules of play' to maintain the play, whilst 'tell-on', 'being on the same side', 'accepting 3rd party' features were used to alter play frame. Participants using these various play-frame strategies experienced life implications of 'dialectic of exclusion and selection' and 'quiver of boundary'. This study, specifying efforts of the children to maintain and alter the play frame, will provide an understanding of perception of "social exclusion" to children, which has been viewed negatively in the past. It will also benefit on-site teachers in helping them understand peer-relationship within children and provide a more in-depth intervention for peer-relationship issues.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.47-66
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• 2012

The purpose of this study was to examine the effect of theme centered block play on young children's metacognition and sociality. The subjects of this research were a total of 60 five year old children from two classes in Gwangju. The average age of the subjects was 73 months. The subjects were randomly assigned to two groups. The experimental group participated in theme centered block play activities while the control group participated in free block activities. The collected data were analyzed by t-test using the SPSS program. The results of this study were as follows: The experimental group showed significantly higher improvement than the control group in young children's metacognition and sociality. Therefor, it might be concluded that theme centered block play activities contributed to the development of metacognition and sociality of young children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.485-493
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• 2019

The purpose of this study is to gain basic information to manage the free choice activities of kindergarten by investigating the teachers' perception of restriction rules. The subjects of the study were 200 kindergarten teachers who worked in J province. The instrument used for this study was a questionnaire that focused on teachers' perception about the restriction rules for the free choice activities. The results of this study were as follows. First, the teachers considered restriction rules in the art center as the most important factor. Second, the teachers recognized that limiting the number of players in a same center is the most important thing among the three restriction rules. Third, the teachers' perception regarding the necessity of restriction rules is as follows. The rule of restricting the number of players is needed to prevent too many players focusing in a certain center. The rule of restricting play time is necessary to encourage children to play in various centers, and the rule of restricting play space is crucial to solidify the educational purpose that every interest center has. The meaning and the necessity of the restriction rules on children's free choice activities were further discussed as connected with children's right to play.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.241-262
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• 2013

The purpose of this study is to explore four-year old children's peer culture. During free choice play time, various activities and interaction patterns were observed and analyzed to understand the characteristics of peer culture. The results of this study showed two main peer culture patterns. First of all, peaceful peer culture in which children maintained close relationships based on mutual respect were found. Also conflictive peer culture in which children had negative relationships with other children, such as vertical, discriminative and neglected relationships were observed.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.57-81
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• 2016

The purpose of this study was to find out the feature of children's play according to a player number restriction rule in the free choice activities. And it is expected that the result of this study will contribute to improving the management of free choice activities. The participants of this study were a homeroom teacher, professor as a co-researcher and 25 4-year-old children of a private kindergarten. The data were collected by observation, children interview and reflective journal of the teacher from July to October in 2014. The results indicated that the children were stressed out with using name cards for presenting center selection, showed overcompetitive behaviors, and frequently violated the rules. The researchers found that the restriction rule had some dysfunctions, which were interferences of moral development, social-emotional development, self-regulation development, preventing safety-accident and free choice behavior. The researcher as a teacher abandoned the player number restriction rule, and observed the children's play. As a result, children's self-regulation abilities on physical space, play and conflicts improved and the teacher changed her strategy when managing free choice activities. Based on the results, the needs of various restriction rules and appropriate methods for applying the rules in free choice activities were further discussed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.385-392
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• 2022

Our society, which has arrived in the 4th industrial revolution, emphasizes covergence education to cultivate creative convergence talents. Therefore, this study is to develop a convergence education program consistent with the direction of the 2019 revised Nuri course and to help teachers who want to implement convergence education. In order to achieve this purpose, in this study, voluntary questions that occurred in play using the educational robot 'Turtle' were classified as STEAM elements. After that, frequency analysis and correlation analysis were conducted. Therefore, this study is meaningful in collecting children's questions about the same robot by age, and it is valuable in establishing future convergence education directions by analyzing the correlation by STEAM elements.