• Journal of the Korean Society of Physical Medicine
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• v.16 no.2
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• pp.101-113
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• 2021

PURPOSE: The purpose of this study was to investigate the differences and correlation between body composition, exercise performance, and behavior based on playing football in childhood. METHODS: 16 subjects who played football in childhood participated in the study. Body composition and exercise performance were measured, and problem behavior was assessed for each of them. All subjects were asked to play football 50 min/day, one day/week for 8-weeks. RESULTS: Muscle mass, muscular strength, balance, and cardiopulmonary endurance, anxiety depression, atrophy depression, attention problems, rule violations, DSM somatization problems, DSM rebellious behavior problems, and sociality significantly increased after 8-weeks. There was a negative (-) correlation between anxiety depression and atrophy depression, and DSM somatization problem and muscular strength, attention problem and balance, and rule violation and cardiopulmonary endurance, after playing football. CONCLUSION: These results confirmed that playing football in childhood had a positive effect on body composition, and that exercise performance and problem behavior were related.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.85-94
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• 2017

This study researched the meaning of the outdoor play spaces used by young children, as perceived by them and their teachers. For this purpose, indirect observation, nonformal interviews during the activity of young children and in-depth interviews with teachers were conducted in 3 kindergartens and 1 day care center which operate various programs. As a result, outdoor play spaces were recognized as a psychological space, expanded space and sequential space for the relationships of young children. Meanwhile, early childhood teachers perceived them as a functional space, expanded space and restricted space of the children's daily lives. It was recognized that outdoor play spaces provided the children with good and unstructured environments to reorganize their own daily pattern through expanded play and the chance to naturally form peer relationships. This suggests that the space configuration which is most suitable for child centered development is one that is formed within and by their daily lives, rather than the standardized configuration of outdoor play spaces.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.296-303
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• 2020

The purpose of this study was to examine the keywords of studies related to young children's play in the selected registered and candidate academic journals and the network of the keywords by conducting a semantic network analysis. The selected journals were published over the past decade in diverse fields of study that included social sciences and life sciences such as education and early childhood education. The findings of the study were as follows: First, there was a great increase in the studies related to early childhood play over the last five years in comparison with the first term(2009-2013). As a result of analyzing how many studies were included in the journals by field, the largest numbers of the studies were published in the field of education, followed by early childhood education, and life sciences. Second, when the network of the keywords was analyzed, the major keywords in the first term were playfulness, role play, young children, creativity, play, and peer play interaction. In the second term(2014-2018), playfulness was also the most frequently exhibited keyword, followed by young children, play, and peer play behavior. Keywords such as teacher-child interaction, language skills, happiness, cognitive ability, early childhood education newly appeared.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.287-295
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• 2020

The purpose of this study is to find out the tendency and meaning of metaphors for block play. For this purpose, responses from 165 teachers in J area day care centers were collected using sentence completion metaphors. Collected data were analyzed through a categorization process using a qualitative research method based on previous research into metaphor analysis. From the results, first, block play trends from the metaphors were classified into two categories: content of block play, and characteristics of block play. The frequency in the order for Building Value of Play was higher. For the content of block play, composition had the highest frequency for trait of block play, and the basis of growth and development had the highest frequency in the Value of Block Play category. Second, the meanings of block play metaphors are composing, expressing, imagining, pleasure, freedom, and value of block play under Category Play, which was recognized as the basis of development, emotional development, social development, and creativity. Based on the results of the study, the value and role of block play in early childhood teacher education and in-service education should be further emphasized.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.19-38
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• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.75-90
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• 2010

This study sought to investigate the aspects and other factors at work in rough and tumble play by children, through a qualitative research approach. The participants consisted of 25 5-year-old children and their teachers at A kindergarten, located in Seoul. The results of the research are as follow：(1) there are various aspects in the initiation of, development of, as well as the way children's rough and tumble play ends. (2) The factors that trigger children's rough and tumble play include : limitation and creation of toys, teacher absence, particular times throughout the day, gender awareness, peer relationships, the reactions of teachers, and social and cultural factors at work in class.

• Journal for History of Mathematics
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• v.31 no.2
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• pp.93-108
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• 2018

In Nuri curriculum, Korean traditional culture has presented by 'Our country's plays and arts'. Games in the traditional play culture for children include ones such as tangram, top-spinning game, game of slap-match, sabangchigi. In this paper, we analyse concepts of mathematics in Korean childhood traditional plays. In detail, we show that number concepts, geometric space sense, measure calculation ability and problem-solving capability through 15 Korean traditional games.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.69-75
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• 2022

The purpose of this study is to present the direction of the development and utilization of remote class content for infants in a future educational environment through the analysis of remote class content for childhood. The analysis targets are 148 kindergarten [play ON] contents, and the analysis results according to "easy to use," "interest," "educational," "conformity of content," and "technicality" are as follows. Except for the 'conformity of content', there was a large variation in the score of content for each sub-area. In the case of "conformity of content," almost all of them received high scores for content production by incumbent teachers. With this in mind, we have drawn the following conclusions: First, it should be produced at an appropriate speed in consideration of the induction and understanding of childhoods' participation in play in the search and progress process, and it should be possible to play according to the challenges and levels using various strategies under the theme that all childhoods can be interested in. In addition, it was found that it was necessary to select topics, edit videos, and voice support so that childhoods can participate in the process of discovery and search, supporting childhoods' imagination, curiosity, and creative experiences.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1089-1104
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• 2014

The objective of this research is to find out the relationship among resilience of young children, their interactive peer play, and mothers' overprotective parenting attitudes. The research was conducted for 455 children aged 3~5 and their mothers of day care centers in the cities of Kimje and Iksan. To measure resilience of young children, the rating scale for parents and teachers(Koo, 2010) adapting DECA(1999) was used. And the interactive peer play scale of Choi and Shin(2008) adapting PIPPS(1998) and the Parental Protectiveness of Do and Falbo(1999) was used. The results from this research are as follows. First, there is a generally significant positive correlation between resilience and interactive peer play of young children. Resilience of young children gets higher as interactive peer play of young children gets higher. Second, there is low negative correlation between resilience and mothers' overprotective parenting attitudes. Resilience of young children gets higher as mothers' overprotective parenting attitudes get low.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.175-200
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• 2013

This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.