• Proceedings of the Korean Institute of Interior Design Conference
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• 2008.05a
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• pp.247-250
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• 2008

As society and culture becomes complicated and diverse, so do the ensuing problems. The symptoms from the stress there was mainly focused on the adult group, however, now, they are shown in children. So the play therapy attracts attention as a way to cure stress. This study is intend to analysis an environment of play therapy space which would play an active role during treatment through the understanding of children's playing behavior. Disable children's playing therapy and pattern should be considered in the playing environmental design, and their feelings also need to be considered. The cozy and relaxed environment is important to children, so that they can have a natural interaction with the environment during the therapies. Output the factor of environment for play therapy and suggest the space of play therapy which fit on it.

• Journal of Families and Better Life
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• v.14 no.4
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• pp.163-174
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• 1996

The purpose of this study was to examine the effects of children's role play by animatino on self-concept formation, The subjects of this study were 20 children of a kindergarten located in Gunpo City. the mean age were 5.5 years. Children were assigned to the study group and the control group. The children in the study group had role play of which the main themes were positive self-comcept formation but the children in control group did not have any role play by animation. The result showed 1. Role play by animation influenced on children's positive self-concept. 2. There was a difference in self-concept test score: The self-image attitude to the kindergatrten and attitude to the group of peer. Role play by animation influenced on the self-image and attitude to the group of peer. But attitude to the Kindergarten score was not increased significantly. 3. Role play by animation influenced on chikren's catharsis of emotion.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.197-214
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• 2008

The purpose of this study was to investigate clinical characteristics and the attribution of children having play therapy by developmental, behavioral, and emotional disorders. Subjects of this study were 118 3- to 9-year-old children randomly selected from children who were receiving or who already finished play therapy at one of the child and family counseling centers in Cheong-Ju City. Results showed that children with developmental disorders had lower levels of relationship during play, and their relationships were more disorganized or separated than children with emotional or with behavioral disorders. This study has significance by providing psychological information on play characteristics of children by type of disorder.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.35-51
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• 2020

Objective: The purpose of this study was to examine the effects of young children's emotionality on their smartphone overuse and to verify the mediation effect of mothers' play participation on the relationship between young children's emotionality and their smartphone overuse. Methods: Research participants include 274 mothers and their children aged 2 to 4 years old. The mothers completed questionnaires. Data analysis was performed with Pearson's correlation coefficient and mediation analysis using SPSS 23.0. Results: The results of this study are summarized as follows. First, The young children's emotionality showed a positive association with their smartphone overuse. Second, Their emotionality was negatively associated with their mothers' play participation. Finally, the mothers' play participation was found to partially mediate the relationship between young children's emotionality and smartphone overuse. Conclusion/Implications: The results of this study suggest that it is necessary to provide parent education for supporting mothers' play participation to prevent children from developing smartphone overuse.

• Journal of the Korean housing association
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• v.16 no.3
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• pp.109-117
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• 2005

The purpose of this study is to suggest a basic data of playground design that can arouse various curiosities and interests of children. The 13play areas 'A' kindergartem's playground that parent, music, play equipment, soccer field, water, sand, tunnel, maze, animal, plant, ground hill, bike road, and inner court were evaluated by 16 teachers and 165 children between the age of 4 and 5. POE data of teachers were collected by questionnaire. And children chose and rated very fun and interesting 5 play areas of 13 ones based on the photos. The results were as following. 1) 13 play areas were generally used evenly with diverse purpose. 2) the environment of the play areas was deemed very appropriate. 3) maze area and play equipment area were recognized as the most favored play areas by children. 4) teachers recommended soccer field, plants, maze, tunnel, music area as the most favorable play areas.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.87-104
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• 2002

This study investigated developmental levels and explored play behaviors in 194 4- and 5-year-old children from low-income families attending 18 daycare centers in Seoul. The Developmental Test for Korean Kindergartners(Korea Institute Curriculum & Evaluation, 1996) was used to assess developmental levels in seven areas. Play behaviors were observed during free-play in their classrooms. Data were analyzed by two-way ANOVA and $x^2$. Results were that the children from low-income families showed highest scores in motor skill development and the lowest scores in mathematical and scientific development. The children engaged most frequently in group-functional play, followed by onlooker behaviors, group-dramatic, and group-constructive play. Onlooker behaviors were the most frequent activity of the 4-year-olds, and the block corner was the most frequently used area during free-play.

• Korean Journal of Child Studies
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• v.33 no.3
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• pp.99-117
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• 2012

The purpose of this study was to investigate children's theory of mind in pretend play and story-making, from a qualitative perspective. Three-to-five year old children participated in group play and individual story-making activities. Children's narratives undertaken in two tasks were video-taped, transcribed, analyzed and reorganized into three key propositions, in consideration of the field notes that the researcher had taken. The children started their pretend play and story-making activities by 'forming connections among minds' of participants or story components. They continued to engage in pretend play and story making by 'dealing minds constructively and consistently' to keep their themes. Finally they resolved discordances in play and story-making by 'settings different mind windows and moving among them flexibly'.

• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.1-14
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• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.229-240
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• 1992

Although play is a key element in child development, little research has been done on how play is conceptualized by adults directly involved with children on a daily basis. The purpose of the study was to determine meanings of the concept "play" held by mothers of preschool children in Korea. Specifically, the study sought to determine Korean mothers' conceptions of the nature and functions of play, and their conceptions of play in contrast to work. An open-ended/semi-structured interview instrument was constructed to generate research data. Interview questions focused on three content categories: (1) the nature of play, (2) the functions of play, and (3) conceptions of work. Questions in each content category consisted of four distinct types: (1) experience/behavioral, (2) opinion/value, (3) feeling, and (4) knowledge. The instrument was pilot-tested with two subjects, revised, and administered to eleven mothers of preschool children. Interview data were subjected to domain and taxonomic analyses. Analyses yielded two principal themes: (1) Play is viewed as an intrinsically motivated and pleasurable activity; (2) while play and work could be consonant, the values inherent in play and work are generally in opposition.

• Korean Journal of Childcare and Education
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• v.19 no.6
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• pp.79-95
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• 2023

Objective: This study examines the relationships among four-year-olds' counting skills, their use of number words, and their mothers' use of number words during mother-child free play. Specifically, we assess whether children's use of number words mediates the relationship between their counting skills and their mothers' use of number words during play. Methods: Forty-two 4-year-old children and their mothers were asked to play freely with a given set of toys at their home for 10 minutes. Children also completed a counting skill test. Frequencies of number word use were calculated for mothers and children from transcriptions of the free play. Results: Children's counting skills, the frequency of their number word use, and their mothers' frequency of number word use were positively correlated with each other. Additionally, the frequency of children's number-word use completely mediated the relationship between their counting skills and their mothers' frequency of number-word use. Conclusion/Implications: The results suggest that children's use of number language may play a crucial role in the provision of number-related language input by parents, based on their children's math skills. Practical implications of the findings are discussed.