최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기Korean journal of child studies = 아동학회지, v.37 no.2, 2016년, pp.79 - 94
신나리 (충북대학교 아동복지학과) , 이형민 (우송대학교 사회복지.아동학부)
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
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
생애 초기의 놀이가 성인기에 필요한 여러 기술의 원형인 이유는? | 놀이는 일생에 걸쳐서 나타나는 범문화적인 인간 행동의 하나로, 단순히 즐거움을 추구하는 행동 이상의 큰 의미를 갖는다. 생애 초기의 놀이는 성인기에 필요한 기본적인 기술과 경험을 제공하기 때문에, 이후 성인기에 필요한 여러 기술의 원형이 된다. 유아는 또래와 함께하는 놀이 중 언어를 이용하여 의미 있는 설명을 할 수 있게 되고(Miller & Almon, 2009), 새로운 활동을 탐색하고 실험해 볼 수 있다(Bjorklund & Gardiner, 2011; Eberle, 2011). | |
유아의 놀이를 통한 상호작용에서 교사 및 또래와 주고받는 언어적, 비언어적 교류는 무엇인가? | 한편, 유아가 놀이 중 나타내는 상호작용은 주요 인적환경인 교사 및 또래와 주고받는 언어적, 비언어적 교류에 해당한다. 교사는 놀이 참여를 유도하고 놀이를 정교화 하는 등 주도적이고 교육적인 역할을 하는데 반해(Gil & Park, 2013; Sung, 2012; Wee & Park, 2007), 또래는 개별 유아의 긍정적 혹은 부정적 상호작용 방법이 다양하게 표현되는 사회 환경을 제공한다. 또래와의 상호작용은 Fantuzzo 등(1995)이 유아의 놀이를 또래와의 관계 측면에서 놀이상호작용, 놀이방해, 그리고 놀이단절의 세 가지 하위 영역으로 구분하여 측정한 이후, 유아의 주요한 놀이행동 특성으로 연구되어 왔다(H. | |
실내 환경에서 흥미영역이란? | 이러한 놀이 중심의 하루 일과를 구체화한 것이 기관의 실내 환경을 구성하는 흥미영역이다. 흥미영역은 유아의 흥미, 활동 유형, 학습과제 등에 따라서 실내의 공간을 분리대나 교구장 등을 활동 내용에 따라서 영역을 구분해 놓은 것을 의미한다 (Seefeldt, 1980). 흥미영역으로 구성된 놀이실에서 유아는 활동의 선택과 자발적인 참여를 보장받을 수 있기 때문에 자유 선택활동 시간 중 어떠한 흥미영역에 참여하였는지는 연구자들이 유아의 놀이행동을 이해하기 위해 살펴본 관심분야였다(Dan, 2012; I. |
Bergen, D. (2002). The role of pretend play in children's cognitive development. Early Childhood Research & Practice, 4(1), 1-13. Retrieved from http://ecrp.illinois.edu/v4n1/bergen.html
Bjorklund, D. F., & Gardiner, A. K. (2011). Object play and tool use: Developmental and evolutionary perspectives. In A. D. Pellegrini (Ed.), Oxford handbook of play (pp. 153-171). Oxford, UK: Oxford University Press.
Burns, R. B., & Burns, R. A. (2008). Business research methods and statistics using SPSS. London: SAGE.
Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Erlbaum.
Cameron, E., Eisenberg, N., & Tryon, K. (1985). The relations between sex-typed play and preschoolers' social behavior. Sex Roles, 12(5), 601-615. doi:10.1007/BF00288180
Chi, S. A. (1996). Children’s social-cognitive play: The effects of age, gender, and activity centers. Korean Journal of Early Childhood Education, 16(1), 83-102.
Choi, H. Y., & Shin, H. Y. (2008). Validation of the Penn Interactive Peer Play Scale for Korean children. Korean Journal of Child Studies, 29(3), 303-318. Retrieved from http://www.childstudies.org/journal/view.php?number3049
Choi, J. H., & Park, H, W. (2005). The effects of toddlers' characteristics and child care environments on toddlers' behaviors in child care center. Journal of Korean Child Care and Education, 1(1), 103-124. Retrieved from http://www.educarechild.org/board/Library/fileList.asp?strBoardIDpds_search&intSeq105
Choi, T. S., & Cho, M. J. (2009). The analysis of research relevant to children's playfulness: Focused on internal journals and theses (1994-2008). Korean Journal of Play Therapy, 12(4), 75-96.
Chung, K. S. (2015). The impacts of child care and education teachers’ job stress on peer play behaviors of young children by institution types. Korean Journal of Early Childhood Education, 35(5), 425-449.
Dan, H. K. (2012). Study on the play choice and performance of free choice activities. Korean Journal of Early Childhood Education, 14(2), 5-33.
Do, N. H., Min, J. W., Ywang, Y. H., Lee, Y. J., Kim, S. A., & Eom, J. M. (2013). The Panel Study on Korean Children 2013. Seoul: Korea Institute of Child Care and Education. Retrieved from http://www.kicce.re.kr/kor/publication/02_03.jsp?modeview&idx8619&startPage30&listNo51&codereport05&search_item&search_order&order_list10&list_scale10&view_level0
Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-109. doi:10.1023/A:1012524929004
Dunn, J., & Cutting, A. L. (1999). Understanding others, and individual differences in friendship interactions in young children. Social Development, 8(2), 201-219. doi:10.1111/1467-9507.00091
Eberle, S. G. (2011). Playing with the multiple intelligences: How play helps them grow. American Journal of Play, 4(1), 19-51. Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/4-1-article-eberlemultiple-intelligences.pdf
Endedijk, H. M., Cillessen, A. H., Cox, R. F., Bekkering, H., & Hunnius, S. (2015). The role of child characteristics and peer experiences in the development of peer cooperation. Social Development, 24(3), 521-540. doi:10.1111/sode.12106
Fantuzzo, J., Sutton-Smith, B., Coolahan, K. C., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10(1), 105-120. doi:10.1016/0885-2006(95)90028-4
Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children's free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3(1), 39-53. doi:10.1016/0885-2006(88)90028-2
Holmes, R. M., Romeo, L., Ciraola, S., & Grushko, M. (2015). The relationship between creativity, social play, and children's language abilities. Early Child Development and Care, 185(7), 1180-1197. doi:10.1080/03004430.2014.983916
Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63(2), 449-460. doi:10.1111/j.1467-8624.1992.tb01639.x
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278-287. doi:10.1016/j.appdev.2010.03.005
Hwang, I. J. (2014). An analysis of free choice activities reflected in daily lesson plan. Journal of Young Child Studies, 17, 45-61.
Hwang, Y. S. (2007). A study of children’s interactive peer play relative to temperament and self-regulation. Journal of Korea Open Association for Early Childhood Education, 12(1), 145-166.
Jeon, K. W. (2001). Korean Figural Creativity Test for Young Children: K-FCTYC. Seoul: Hakjisa.
Jung, D. H. (2005). An investigation on the characteristics of peer-relationship, child-teacher relationship and multiple intelligence. Journal of Korean Society for Early Childhood Teacher Education, 9(2), 19-42.
Kim, E., Do, N. H., Ywang, Y. H., Song, Y. H., Lee, Y. J., Jung, Y. H., & Kim, Y. Y. (2012). The Panel Study on Korean Children 2012. Seoul: Korea Institute of Child Care and Education. Retrieved from http://www.kicce.re.kr/kor/publication/02_03.jsp?modeview&idx6402&startPage50&listNo34&codereport05&search_item&search_order&order_list10&list_scale10&view_level0
Kim, E., Lee, J. W., Kim, H., & Bae, J. A. (2014). A survey research of ECCE (Early Childhood Care and Education): A comparison of kindergartens and child care centers. Seoul: Korea Institute of Child Care and Education. Retrieved from http://www.kicce.re.kr/kor/publication/02.jsp?modeview&idx10215&startPage10&listNo86&codereport01&search_item&search_order&order_list10&list_scale10&view_level0
Kim, M. J. (1991). A study on the quality of early education institutions and the degree of job satisfaction of kindergarten teachers (Unpublished master's thesis). Ewha Womans University, Seoul, Korea.
Kim, M. S., Yoo, J. Y., Lee, M. J., & Cho, H. R. (2010). A study on young children’s free play behaviors at the same-aged classrooms: The relationship to learning area, play mate and playfulness. The Journal of Korea Open Association for Early Childhood Education, 15(3), 75-98.
Kim, N. S., & Lee, K. S. (2008). A study on the individual and environmental variables influencing toddlers’ peer interaction styles. Korean Journal of Early Childhood Education, 28(1), 159-184.
Kim, S. (2000). The relationship among the peer acceptance, PIPPS(Penn Interactive Peer Play Scale) and play categories. The Korean Association of Child Care and Education, 20(3), 47-65.
Kim, Y. H., & Kim, Y. E. (2008). An analysis of factorial validity of Bandura’s teacher self-efficacy scale. Korean Journal of Early Childhood Education, 28(2), 169-191.
Kwon, M. N., & Ohm, J. A. (2011). The relationships between the entry behaviors into a play group in indoor . outdoor free time and the social behaviors of preschoolers. Journal of Educational Studies, 42(2), 137-156.
Kwon, Y. H. (2012). The moderating role of teacher-child conflictual relationship on children’s negative emotionality and peer interaction. Korean Journal of Early Childhood Education, 32(2), 29-48.
Kwon, Y. H., & Lee, J. H. (2005). Mothers' reactions to children's negative emotions: Relationships to children's social behaviors and emotionality. Korean Journal of Child Studies, 26(6), 201-216. Retrieved from http://www.childstudies.org/journal/view.php?number2807
Lee, H. J., & Shin, Y. L. (2014). Cluster analysis of peer play behaviors of young children. Korean Journal of Early Childhood Education, 34(4), 55-73.
Lee, J. S., Shin, E. S., Park, E. H., Kim, Y. T., Yu, Y. E., Choi, I. S., & You, H. O. (2009). Development of Korean evidencebase assessment for young children. Early Childhood Education Research & Review, 13(4), 269-290.
Lee, J. M. (2007). A study on daycare center teacher's belief about developmentally appropriate practice and teacher-infant interactions (Unpublished master's thesis). Duksung Women's University, Seoul, Korea.
Lee, K. M., & Lee, K. S. (2009). A study on the daily routine experienced by young children’s gender and age. Journal of Educational Studies, 40(3), 171-193.
Lee, K. S. (2007). Kindergarten girls' perception of block play and teacher strategies to increase preference for block play. Korean Journal of Child Studies, 28(1), 95-113. Retrieved from http://www.childstudies.org/journal/view.php?number2907
Lee, Y., & Kim, M. S. (1999). A study on teacher and peer relationships and child development in kindergarten and childcare center. Family and Environment Research, 37(8), 103-115.
Lim, H. J. (2015). Children’s peer interactions: The differences in child’s sex, temperament, mothers’ psychological characteristic, internal and external support of the home. Journal of Korea Open Association for Early Childhood Education, 20(3), 165-183.
Magdalena, S. M. (2015). Study on the temperament as a predictor of peer interactions at preschool ages. Procedia-Social and Behavioral Sciences, 187, 663-667. doi:10.1016/j.sbspro.2015.03.123
Mathieson, K., & Banerjee, R. (2010). Preschool peer play: The beginnings of social competence. Educational and Child Psychology, 27(1), 9-20. Retrieved from http://wellbeingaustralia.com.au/wba/pdfs/ecp27_1/ECP27_1%20web.pdf#page10
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. College Park, MD: Alliance for Childhood. Retrieved from http://www.imaginationplayground.com/images/content/2/9/2963/crisis-in-kindergarten.pdf
Moon, H. Y. (2003). A study on children's play preference in their interest centers (Unpublished doctoral dissertation). Chungang National University, Seoul, Korea.
NICHD Early Child Care Research Network. (2001). Child care and children's peer interaction at 24 and 36 months: The NICHD study of early child care. Child Development, 72(5), 1478-1500. doi:10.1111/1467-8624.00361
Park, C. H., & Na, J. (2012). An analysis of teacher-child interaction level based on factors of characteristics of institution, teacher, and child group. Journal of Korean Child Care and Education, 8(6), 99-125. Retrieved from http://www.educarechild.org/board/Library/fileList.asp?strBoardIDpds_search&intSeq1276
Park, E. Y. (2009). The difference of teaching behavior and children's play behaviors on teacher' play teaching efficacy (Unpublished master's thesis). Duksung Womans University, Seoul, Korea.
Pellis, S. M., Vivien C. P., & Brett T. H. (2014). How play makes for a more adaptable brain: A comparative and neural perspective. American Journal of Play, 7(1), 73-98. Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/7-1-article-how-playmakes-for-a-more-adaptable-brain.pdf
Rhee, S. S. (1997). A study on the number of clusters in cluster analysis. The Journal of Applied Science Technology, 6(1), 217-229.
Reifel, S., & Yeatman, J. (1993). From category to context: Reconsidering classroom play. Early Childhood Research Quarterly, 8(3), 347-367. doi:10.1016/S0885-2006(05)80072-9
Rubin, K. H., & Mills, R. S. (1988). The many faces of social isolation in children. Journal of Consulting and Clinical Psychology, 56(6), 916-924. doi:10.1037/0022-006X.56.6.916
Rudasill, K., Niehaus, K., Buhs, E., & White, J. M. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. Journal of School Psychology, 51(6), 701-716. doi:10.1016/j.jsp.2013.08.002
Russ, S. W., & Wallace, C. E. (2013). Pretend play and creative processes. American Journal of Play, 6(1), 136-148. Retrieved from http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/6-1-article-pretend-play.pdf
Seefeldt, C. (1980). A curriculum for preschool. Columbus, OH: Bell & Howell.
Seo, M., Kim, O. G., Kim, M. S., Seo, Y. S., Lee, W. J., Seo, S. J., ... Shin, H. Y. (2009). Developing facility/equipment standards for kindergartens and childcare facilities. Seoul: Korean Ministry of Health and Welfare & Korea Institute of Child Care and Education. Retrieved from http://www.kicce.re.kr/kor/publication/02_04.jsp?modeview&idx3294&startPage0&listNo5&codereport03&search_itemsubject&search_order&order_list10&list_scale10&view_level2009
Shin, N., An, J. J., Lee, J. L., Song, S. Y., & Kim, Y. W. (2008). The Panel Study on Korean Children 2008. Seoul: Korea Institute of Child Care and Education. Retrieved from http://www.kicce.re.kr/kor/publication/02_03.jsp?modeview&idx3224&startPage80&listNo1&codereport05&search_item&search_order&order_list10&list_scale10&view_level0
Sung, J. (2012). A study of the association between toddler/child care provider interactions and toddlers’ language development. Korean Journal of Early Childhood Education, 32(4), 229-253.
von Eye, A., & Bergman, L. R. (2003). Research strategies in developmental psychopathology: Dimensional identity and the person-oriented approach. Development and Psychopatholog y, 15(3), 553-580. doi:10.1017/S0954579403000294
Yang, O. S., & Na, E. S. (2005). The significance of free-choice activities in the context of physical environment. Journal of Korea Open Association for Early Childhood Education, 10(1), 21-40.
Yoon, H. S. (2007). The relationship between maternal child rearing behavior, young children’s multiple intelligences and interactive peer play. Early Childhood Education Research & Review, 11(4), 389-405.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.