• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.119-141
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• 2023

Objective: This study aimed to investigate Pre-service early childhood teachers' perceptions and roles regarding young children's free play time. Methods: The study utilized the photovoice method and involved 21 pre-service early childhood teachers who expressed interest in participating. Participants were enrolled in an infants teaching methodology class in B city. The study involved four virtual meetings conducted via untact teams, and the automatic recordings of these meetings were transcribed for analysis. Results: The results revealed that pre-service early childhood teachers recognized young children's free play time as a period to enjoy full freedom, develop as the main agent of their lives, and express their imagination. Furthermore, pre-service early childhood teachers perceived their roles during young children's free play time as a specialist infant observer, a connector between play and learning, and a versatile supporter. Conclusion/Implications: The findings suggest the need for a systematic curriculum to provide pre-service early childhood teachers with a balanced perspective and awareness of the meaning of free play and teacher roles. The study highlights the importance of expanding pre-practice courses for observation of play and field-oriented curriculum for incumbent teachers.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.12 no.1
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• pp.38-45
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• 2018

The purpose of this study was to investigate the effects of an increase in self - determination experience on the behavior of young children with autism spectrum disorder by telepresence robot. As for research method, the study used AB design, two selected children engaged in activities with a telepresence robot in free play time in the morning. The activities were conducted in 19 sessions, twice a week, 15 to 40 minutes each. To investigate the effect of the activity on the child's behavior was observed using the behaviors of free play time and work time in the afternoon. All the process was recorded by a camera and then analyzed by frequency recording. The results of the study are as follows. First, the participation of young children with autism spectrum disorder in free play time increased. Second, choice-making or preference behavior of young children with autistic spectrum disorder were increased. This study suggests that increasing the self-determination experience of young children with autism spectrum disorders using telepresence robots increases their participation and increases their choice-making or preference behavior.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• Journal of the East Asian Society of Dietary Life
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• v.19 no.2
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• pp.143-156
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• 2009

This study was performed in order to investigate the difference of general environment, life style, dietary behavior and food habit between the obese children and normal children. The number of subject was 98 obese children, 347 normal children. General characteristic was not significantly different, however father's BMI of obese children was significantly (p<0.05) higher than that of normal children. There was significant difference between obese children and normal children in mother's office-closing hour (p<0.05). Normal children spent more time to play outdoor than obese children in their free time. Normal children slept over 8 hours, but obese children slept below 8 hours. Most of obese children (70.4%) ate too many times and most of obese children (72.4%) recognized their overweight. Parents of obese children considered that their children need to control their weight and correct their eating habits such as overeating. Obese children could not bear hunger and kept eating a meal until they feel full. Obese children preferred fried or broiled food. Therefore nutritional education is necessary to improve the food habits of obese children and to reduce the obesity rate of children.

• Journal of the Korean Home Economics Association
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• v.46 no.4
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• pp.25-35
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• 2008

The purpose of this study was to investigate the relationship pattern among the children's negative and aimless behaviors, and the variables related to teachers (characteristics, stress, efficacy, and quality of teachers' behaviors). Subjects were 190, 5 year-old children and 48 teachers at 45 child care centers. The children's negative and aimless behaviors were observed with time sampling method. The quality of teachers' interaction behaviors was rated by the Assessment Scales for Day Care Programs during the free play activities. Teachers responded to the Scale for the Teachers' Job Stress and Teachers' Efficacy. The data were analyzed with descriptive statistics, Pearson's correlations, multiple regressions, and partial correlations. The results were as follows. The teachers' experience and the quality of teachers' behaviors significantly explained the children's negative behaviors. The quality of teachers' behaviors significantly explained the children's aimless behaviors. Lastly, the quality of teachers' behaviors mediated the relationship between the teachers' job stress and the children's aimless behaviors.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.129-144
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• 1992

The purpose of this study was to investigate the current status of family child care. The status of family child care was explored in terms of general characteristics, program quality, and child behavior. The subjects were 17 family child care and their 102 children and 60 parents. Harms & Clifford's (1989) FDCRS(Family Day Care Rating Scale) was used to measure program quality. Child behavior was recorded by time sampling in two 30 min observations during the free play session in each facility. A questionnaire for caregiver and parents was used to investigate general characteristics. The data were analysed by frequency, percentage, and Pearson's r. Results showed that (1) a wide range of variable accounted for the general characteristics of family child care, (2) the level of program quality as rated by the FDCRS was below mid-point, (3) children engaged in solitary behavior much more than in peer interactions or caregiver-child interactions.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.19-32
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• 1999

This study analyzed the relation of children's attachment security and mother-child interaction to children's peer interactions. The subjects were 51 preschoolers, 44 to 57 months of age and their mothers. Attachment was assessed using the Attachment Q-set (Waters, 1987), mother-child interactions at home were observed with the use of the Teaching Strategies Rating Scales (Erickson, Sroufe, Egeland, 1985), and peer interactions were observed during free play time, using the Holloway and Erickson(1988) categories. Pearson correlation and multiple regression showed that attachment security scores were negatively related to dependency toward peers. Mother's "structure and limit setting" and "respect for child's autonomy" were positively related to "helping with peers" and negatively to "asking for help" and "physical attack". The variables accounting for dependency toward peers were mother's hostility and attachment security.

• Journal of Music and Human Behavior
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• v.21 no.2
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• pp.77-105
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• 2024

This study explored whether story-based interactive music activities improve play interactions between children with developmental disabilities (DD) and typically developing (TD) children at an integrated daycare center, and whether these activities influence TD children's attitudes towards their DD peers. The participants included six children with DD, aged 3-5 years, and 21 TD peers. They attended 10 sessions, each 30 minutes, twice a week. Play interactions were observed during free play after each session, and TD children's attitudes towards peers with DD were assessed before and after the intervention. The results showed that children with TD and DD in the integrated group showed significantly reduced disengagement, with notable improvements in joint action for TD children and joint attention for DD children. However, there were no significant changes in peer acceptance among TD children in the integrated group while there was a significant decrease in the non-integrated group. This study highlights that story-based interactive music activities effectively enhance interactions between TD and DD children. However, the limited impact on peer acceptance suggests the need for more long-term and systematic interventions, considering the children's developmental levels. The study also emphasizes the importance of tailored approaches that address the individual needs of both TD and DD children, providing valuable insights into the direction of systematic interventions at a time when the importance of social integration is increasingly recognized.

• Journal of Digital Convergence
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• v.16 no.1
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• pp.35-45
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• 2018

The purpose of this study is to explore the meaning of place that is formed by children experiencing the space of kindergarten existentially. For this purpose, the indoor and outdoor spaces of kindergarten, which is a real place where infants experience, are selected as the study observation category. In order to carry out the research, video recording was done focusing on children's free choice activity time and outdoor play through infant observation and non - formal interview. As a result of research, it is found that the place nature of kindergarten as an existential space experienced by infant and teacher as a space that is formed in experience and relation, place as a common production space of play, place as a space where education and life coexist, It was shown that it represents a special space created by experienced kindergarten, and a space characteristic as a space shared by communication. The place of kindergarten has a relationship with the existential experiences of infants, suggesting that teachers need a reinterpretation of space.