http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 박화윤(Park WhaYun) (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
-
박화윤(Park WhaYun),마지순(Ma JieSoon),천은영(Chon EunYeong) 한국열린유아교육학회 2004 열린유아교육연구 Vol.9 No.4
본 연구는 유아들의 놀이성과 상호작용적 또래놀이에서 성별에 따른 차이를 알아보고, 유아의 놀이성과 상호작용적 또래놀이간의 관계를 알아보았다. 그 결과 첫째, 놀이성은 유아의 성별에 따라 차이가 없었으나, 놀이성의 요소인 유머감각에서만 남아가 여아보다 의미 있게 높았다. 둘째, 상호작용적 또래놀이에서 놀이 상호작용 행동과 놀이단절 행동은 성별에 따른 차이가 없었으나 놀이방해 행동은 남아가 여아보다 의의 있는 차이로 높았다. 셋째, 상호작용적 또래놀이차원을 잘 예측해 주는 놀이성 요소를 각각 보면 놀이상호작용에는 사회적 자발성과 인지적 자발성이, 놀이방해에는 신체적 자발성, 사회적 자발성, 유머감각이, 놀이 단절에는 사회적 자발성으로 나타났다. The purpose of this study was to investigate the relationship between young children’s playfulness and their interactive peer play. the subjects were 152 five-year-old children of 5 public kindergartens located in cities of Jeonbuk province. To analyze the relationship between playfulness and interactive peer play, two instruments were used: Barnett’s children's playfulness scale(1990) and the Penn Interactive Peer Play Scale developed by Fantuzzo, Sutton-Smith, Coolanhan, Manz, Canning, & Debnam(1995). The findings of this study were as follows: First, There was not a any significance difference in children’s playfulness according to their sex. But, boys are significantly higher than girls in only humor sense of playfulness. Second, There was a significant difference in disruptive behavior of interactive peer play, that is, boys are significantly higher disruptive behaviors than girls. Third, physical spontaneity among playfulness qualities showed to predict well play disruption as well as play interaction. And playfulness quality that predicted play disconnection well was a negative social spontaneity.
-
박화윤 圓光大學校 敎育問題硏究所 1990 敎育硏究 Vol.- No.9
The purpose of this study is to examine children's play behavior according to the quality of the kindergarten environment. The questions of the study are as follows ; According to the quality of the kindergarten environment are there any signigicant differences in ; 1. The children's peer play behavior? 2. The children's cognitive play behavior? 3. The children's social-cognitive play behavior? 4.The children's nonplay behavior? Two kindergartens observed in this study were many differences between the good quality kindergarten and poor quality one from the viewpoint of Howes's Early Childhood Environment Rating Scale. Subjects of this study were 71 children from a good quality class 32 and a poor one 39. Observation was done a child 3-4 times a week during the in-out door free play periods ; 10 seconds for observation and 10 seconds for record. A total of the observation per a child was 35 12 minuite. To compare the differences between the two classes, Data was analyzed by one way ANOVA. The resultes of the study revealed that ; 1. In the peer play according to the quality of the kindergarten environment, in the good quality group, children showed more complexive interaction with peers, while in the poor quality group, children showed more simple interaction with peers. 2. In the cognitive play according to the quality of the kindergarten environment, in the good quality group, children showed various and higher cognitive play, i.e., constructive, dramatic, games, while in the poor quality group, children showed low cognitive play, i.e., funtional play. 3. In the social-cognitive play according to the quality of the kindergarten environment, in the good quality group, children showed more solitary-constructive play, group-dramatic play, group-game play, while in the poor quality group children showed more parallel-funtional play. 4. In the non-play activity play according to the quality of the kindergarten environment, in the good quality group, children showed more onlooker, unoccupied behavior, directed learning activity in the poor one. The result of this study supported the effect of quality of the kindergarten environment on the free play behavior.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
