• 한국보육지원학회지
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• 제12권3호
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• pp.79-97
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• 2016

The purpose of this study was to investigate the effects of children's multiple intelligences and temperaments on their play behaviors. In order to achieve this, 155 mothers and 21 teachers of children aged 4 to 6 years old were invited to participate in an observe-reported survey. The data were analyzed using descriptive statistics, Cronbach's ${\alpha}$, Pearson's correlation, and hierarchical regression analysis using SPSS version 18.0. It was found that both multiple intelligences and temperament types have partial influences on play behaviors of young children; it was confirmed that among multiple intelligences of children, logical-mathematical intelligence influences onlooker behaviors in a positive way, body-kinesthetic intelligence has a positive effect on rough-and-tumble play, and musical intelligence positively affects social play during free-choice play. Also, children with a difficult temperament were more likely to participate in solitary play than children with a slow temperament. These results imply that teachers' guidance and involvement of children's play should differ by types of temperament and levels of multiple intelligence in children.

• 대한가정학회지
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• 제44권10호
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• pp.35-45
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• 2006

The purpose of this study was to investigate preschoolers' entry behaviors into a play group and the responses of the play group in relation to the structural characteristics of the group in a natural situation. The entry behaviors of 43 preschoolers and the responses of the play group were time-sampled. In addition the structural characteristics, including size and sex composition of the play group, and existence of a friend in the group, were checked. The following results were obtained. (1) The subjects used frequently participating behavior and wandering behavior among their entry behaviors. The wandering behavior increased and the participating behavior decreased as the size of the play group increased. Also, the subjects used wandering behaviors in the mixed group more than in the same-sex group or opposite-sex group. There was no difference in the entry behaviors according to the existence of a friend in the group. (2) The play group ignored 56% of the entry behaviors, and accepted 38% of them. The positive response of the group increased with decreasing size of the play group, whereas the entry bids were increasingly ignored as the size of the group increased. The mixed group ignored the entry bids more than the same-sex or opposite-sex group did. Also, in the presence of a friend in the group, the play group responded more positively than the group with no friend did.

• 창의정보문화연구
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• 제7권4호
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• pp.279-288
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• 2021

본 연구의 목적은 국가 수준의 종단 연구 자료인 한국아동패널 자료를 활용하여 유아가 선호하는 놀이영역을 예측하는 변인들의 관계를 탐색하여 유아의 놀이행동에 대한 이해를 증진시키고자 하는 것이다. 이를 위해 유아의 성을 통제변인으로 설정하고 창의성과 또래놀이행동이 유아의 놀이영역 선호에 어떠한 영향을 미치는지를 알아보았다. 본 연구에서 밝힌 연구 결과는 다음과 같다. 첫째 유아의 성에 따라 창의성, 또래놀이행동, 놀이영역 선호의 차이가 나타났다. 둘째, 유아의 창의성과 또래놀이행동이 놀이영역 선호에 미치는 영향을 알아본 결과, 쌓기놀이영역 선호집단을 기준으로 할 때 언어영역, 미술영역, 수조작놀이영역, 역할놀이영역 선호에 영향을 미치는 요인은 다르게 나타났다. 본 연구는 유아의 놀이영역 선호에 영향을 미치는 변인들을 탐색하여 유아의 놀이행동을 위한 기초자료를 제공하고 있다는 점에서 시사하는 바가 크다.

• 한국보육지원학회지
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• 제13권3호
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• pp.1-17
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• 2017

Objective: The purpose of this study was to analyze the effects of preschoolers' negative emotionality on their peer play behaviors, focusing on the mediation of behavioral problems. Methods: The study sample included 287 preschoolers aged 3 to 5 attending child care centers located in Seoul, Korea. The instruments used in this study were the Child Behavior Questionnaires (CBQ), Child Behavior Checklist (CBCL), and Penn Interactive Peer Play Scale (PIPPS). Results: The main results of this study are as follows: First, boys and girls' negative emotionality exerted positive effects on their behavioral problems. Second, boys and girls' negative emotionality had a positive influence on their play interaction, play disruption, and play disconnection. Further, the effect of boys' negative emotionality on their play disruption and play disconnection was totally mediated by their behavioral problems, and girls' negative emotionality on their play interaction and play disconnection was totally mediated by their behavioral problems. Conclusion/Implications: These findings provide preliminary evidence that the relationships between preschoolers' negative emotionality and peer play behaviors may be mediated by their behavioral problems.

• 가정과삶의질연구
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• 제29권2호
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• pp.73-87
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• 2011

The purpose of this study is to investigate the influence of children's socia-demographic variables(i.e., gender, birth order, and the amount of time staying in kindergarten) on, leadership, self-regulation and children's peer play behaviors. The participants of this study are 336 children aged between five and seven in four classes in a private kindergarten and eight classes in a private preschool located in the capital region. The results revealed that, girls showed more leadership, self-regulation, and play interaction section than boys: whereas, boys showed higher response in play disruption and the lack of play disconnection. However, birth order, did not have a significant effect on the sub-domain of leadership, self-regulation competence, and peer play behaviors. As for the duration children stay in preschool or in preschool or kindergarten, children who spend half-day showed higher reaction in behavioral self-control and emotional taking abilities than children who stay in the preschool or kindergarten full day. On the other hand, self-esteem of full-time children was higher than half-time children. Children who were emotionally sensitive, knew how to lead their peer group, and those who were sociable and self-regulated presented to be more active in peer-interaction than others. Second, as the result of the correlation analysis reveals, children's leadership, self-regulation competence, peer play behaviors, and play interaction had a meaningful effect on the sub-variations of children's leadership and self-regulation and they showed significant influence upon play disruption and play disconnection. In addition, girls who were not able to manage or to inspect their behavior and had insensitive emotion demonstrated higher tendency to play disconnected. Children, who participated in full-day program with having difficulties in self-regulation or inspecting their behavior properly but had a strong leadership and insensitive showed play disruption highly.

• 한국보육지원학회지
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• 제12권6호
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• pp.1-17
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• 2016

This study aimed to investigate the effects of shyness of 3 to 5-year-olds and the teacher-child relationship on peer play behaviors. For this purpose, a survey was conducted targeting 33 teachers working with 277 three to five-year-olds at child care centers located in Chungbuk, Korea. SPSS 19.0 was used to implement exploratory analyses and hierarchical regression analysis. It was found that children with low sociability and thoes with close relationships with teachers indicated the least play disruption. Children whose assertiveness and sociability were low and whose relationships with teachers were close were likely to do the most play interaction. However, regardless of the level of the lack of assertiveness and of the lack of sociability, children with close relationships with teachers had a higher level of play interaction. Children with a higher level of lack of sociability and in conflict relationships with teachers had a higher level of play disconnection. Findings of this study highlight the importance of considering the interplay of children's shyness and teacher-child relationships in the development of peer play behaviors.

• 가정과삶의질연구
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• 제29권4호
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• pp.175-186
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• 2011

The purpose of this study was to explore the differences in interactive peer play according to the type of problem behavior. The subjects were 112(67 boys, 45 girls) S-year-old children at 25 daycare centers in Seoul, Gyeonggi, and Gyeongsang areas. Instruments included the Preschool Behavior Questionnaire(PBQ; Behar & Stringfield, 1974) and the Penn Interactive Peer Play Scale(PIPPS) in both the teacher version(Choi & Shin, 2008) and the parent version(Fantuzzo, Mendez, & Tighe, 1998). The data were analyzed with descriptive statistics, cluster analysis, t-test, and one-way ANOVA using the SPSS 18.0 software program. The results showed that the clusters of problem behaviors on the PBQ could be grouped into four categories; 'hostility-aggressiveness', 'hyperactivity- distractibility', 'anxiety-fear', and 'combined'. In addition, group differences among the problem behaviors were significantly found in 'play disruption' and 'play disconnection' but not in 'play interaction' of the PIPPS on teachers' and parents' ratings. Specifically, group differences were not found in the parental reports, while significant group differences were noted in the 'play disconnection on PIPPS component of the teachers' reports.

• 아동학회지
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• 제37권2호
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• pp.79-94
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• 2016

Objective: This study aimed to examine the predictors of indoor play behaviors using cluster analyses. Methods: Data from 963 children (age 4 years) who participated in the $5^{th}$ phase of the Panel Study of Korean Children, their parents, and their teachers were analyzed using K-means clustering analyses, F-tests and multinomial logistic regression analyses. Results: The clustering analyses revealed three distinctive profiles: positive-theme oriented, general-exploratory/manipulative, and negative-exploratory/manipulative groups. Child characteristics, including cognition, language, and social level, and teachers' age were significantly associated with the groups in a different way; the clusters were partially different in the gender and creativity of children, interaction level of teachers' interaction, classroom environment, and program types that children attended. Conclusion: Findings revealed three clusters of play behaviors and highlighted the importance of the ecological variables that determined the clusters.

• 아동학회지
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• 제35권1호
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• pp.95-117
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• 2014

The study was performed at a childcare center based play therapy to help ameliorate the problems of infants in the borderline, self-concept, social interaction, infant's response changes observed during play therapy. The subjects of this study consisted of twenty eight infants between the ages of 4 to 5 years who exhibited behavior problems. All subjects were located in the Seoul. The play therapists were sent to the child care center, and conducted 16 sessions of play therapy to infants exhibiting problem behaviors. In summary, the results indicated the following. First, childcare center based play therapy was effective in improving infants' behavior problems in the borderline areas outlined above. Second, childcare center based play therapy had a positive effect on the self-concept of infants. Third, childcare center based play therapy had a positive effect on the social interaction among the infants. Finally, there was significant difference in the responses of infants during childcare center based play therapy.

• 아동학회지
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• 제34권1호
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• pp.175-189
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• 2013

The purpose of this study was to investigate the differences in children's play behaviors in terms of their levels of playfulness, leadership and communicative ability. The subjects were 152 children aged between 3 and 4, and their 20 teachers at 10 child care centers in the Seoul and Gyeonggi area. The results of this study suggested that play behaviors were related to the level of playfulness, leadership and communicative ability in 3 and 4 years old children. Among these children, those who scored highly in terms of their playfulness, leadership and communicative ability were involved more frequently in both 'group play' and 'symbolic play' whereas those who achieved lower scores were more frequently involved in 'solitary play' and 'functional play'. However, in case of 'constructive play', significant results were not found in relation to the independent variables named in this study. 'Parallel play' and 'games with rules' were the only categories within which the findings revealed that children's play behaviors have shown different patterns according to the age of the child and to the levels of those three independent variables mentioned above.