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    청소년이 지각하는 놀이의 의미와 놀이 후 변화에 대한 내용분석 = The Meaning of Play that Adolescents Perceive and The Content Analysis of Psychological Changes after Play

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    https://www.riss.kr/link?id=A104581648

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    The objective of this research was to identify the characteristics of adolescents play content and their attitudes toward the meaning of “a teenager who plays well” and what having “played well” entails. In addition, this research observed the physical and psychological changes which took place in adolescents after a period of play. The subjects of this research were 302 middle and high school students residing in Gwangju Metropolitan City and Jeollanam province. First, the most common activities for both male and female adolescents were found to be entertainment; Internet, games, and watching TV, in that order. Second, when surveyed about the characteristics of “a teenager who plays well” in relation to sports and talents, male students generally responded with “being good at sports,” whereas most female students responded with “being good at playing.” Concerning personality, the most frequent answers were; being outgoing, cheerful, and positive(leadership). In the areas of society and languages, most of the feedback was positive. Third, the answers of most adolescents in this study regarding their understanding of or definition of what having “played well” actually constituted were related to physical forms of play and sports. Most adolescents recognized having “played well” when they played sports, or engaged in games or singing. In the area of emotions and thoughts, they saw “playing well” as having played as much as they wanted to, having done what they wanted to do, and having had fun while playing. In the social category, most answered that “playing well” was best defined as spending time with friends and family. In the area of language, they felt that talking, laughing a lot, and reading books constituted having played well. Psychological changes after play for both males and females were positive; the common emotions meantioed were ‘feeling good’, ‘happy’, and ‘satisfied’, etc.
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    The objective of this research was to identify the characteristics of adolescents play content and their attitudes toward the meaning of “a teenager who plays well” and what having “played well” entails. In addition, this research observed the...

    The objective of this research was to identify the characteristics of adolescents play content and their attitudes toward the meaning of “a teenager who plays well” and what having “played well” entails. In addition, this research observed the physical and psychological changes which took place in adolescents after a period of play. The subjects of this research were 302 middle and high school students residing in Gwangju Metropolitan City and Jeollanam province. First, the most common activities for both male and female adolescents were found to be entertainment; Internet, games, and watching TV, in that order. Second, when surveyed about the characteristics of “a teenager who plays well” in relation to sports and talents, male students generally responded with “being good at sports,” whereas most female students responded with “being good at playing.” Concerning personality, the most frequent answers were; being outgoing, cheerful, and positive(leadership). In the areas of society and languages, most of the feedback was positive. Third, the answers of most adolescents in this study regarding their understanding of or definition of what having “played well” actually constituted were related to physical forms of play and sports. Most adolescents recognized having “played well” when they played sports, or engaged in games or singing. In the area of emotions and thoughts, they saw “playing well” as having played as much as they wanted to, having done what they wanted to do, and having had fun while playing. In the social category, most answered that “playing well” was best defined as spending time with friends and family. In the area of language, they felt that talking, laughing a lot, and reading books constituted having played well. Psychological changes after play for both males and females were positive; the common emotions meantioed were ‘feeling good’, ‘happy’, and ‘satisfied’, etc.

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    참고문헌 (Reference)

    1 이순형, "호모루덴스의 전생애 관점에서 본 놀이의 기능과 의미 변화, In 한국인간발달학회 학술심포지엄 자료집" 3-15, 2009

    2 이유경, "컴퓨터 게임 중독과 청소년의 사회적 관계 및 적응과의 관계" 한국임상심리학회 25 (25): 711-726, 2006

    3 정옥분, "청소년의 창의성과 자아존중감 및 자기효능감과의 관계" 한국인간발달학회 13 (13): 35-60, 2006

    4 박희현, "청소년상담에서 놀이치료를 통한 상담효과" 한국놀이치료학회 9 (9): 35-46, 2006

    5 구본용, "청소년 또래상담자 훈련프로그램 Ⅱ" 청소년 대화의 광장 1995

    6 신미경, "청소년 놀이문화와 여가활용에 관한 연구" 순천대학교 대학원 2007

    7 권이종, "청소년 교육론" 양서원 1998

    8 정옥분, "청년발달의 이해" 학지사 2005

    9 허태균, "우리는 연령에 따라 다른 놀이를 할까? 같은 놀이를 할까?, In 한국인간발달학회 학술심포지엄 자료집" 99-100, 2009

    10 김경철, "여가와 레크레이션" 보경문화사 1993

    1 이순형, "호모루덴스의 전생애 관점에서 본 놀이의 기능과 의미 변화, In 한국인간발달학회 학술심포지엄 자료집" 3-15, 2009

    2 이유경, "컴퓨터 게임 중독과 청소년의 사회적 관계 및 적응과의 관계" 한국임상심리학회 25 (25): 711-726, 2006

    3 정옥분, "청소년의 창의성과 자아존중감 및 자기효능감과의 관계" 한국인간발달학회 13 (13): 35-60, 2006

    4 박희현, "청소년상담에서 놀이치료를 통한 상담효과" 한국놀이치료학회 9 (9): 35-46, 2006

    5 구본용, "청소년 또래상담자 훈련프로그램 Ⅱ" 청소년 대화의 광장 1995

    6 신미경, "청소년 놀이문화와 여가활용에 관한 연구" 순천대학교 대학원 2007

    7 권이종, "청소년 교육론" 양서원 1998

    8 정옥분, "청년발달의 이해" 학지사 2005

    9 허태균, "우리는 연령에 따라 다른 놀이를 할까? 같은 놀이를 할까?, In 한국인간발달학회 학술심포지엄 자료집" 99-100, 2009

    10 김경철, "여가와 레크레이션" 보경문화사 1993

    11 김영희, "아동의 놀이성 군(群)확인과 관련 변인 탐색 연구" 숙명여자대학교 대학원 1995

    12 김광웅, "아동놀이의 속성과 치료적 요소에 관한 고찰" 2 : 49-57, 1999

    13 이현림, "생활지도" 영남대학교 출판부 2002

    14 오익수, "비행청소년 상담프로그램개발 Ⅳ" 청소년대화의 광장 1998

    15 김보애, "모래놀이치료의 이론과 실제" 학지사 2003

    16 방은령, "놀이의 의미와 치료 및 성장을 위한 활용" 한국놀이치료학회 12 (12): 1-17, 2009

    17 이장주, "놀이문화적 관점에서 본 미디어, 인터넷 그리고 디지털 게임, In 한국인간발달학회 학술심포지엄 자료집" 49-65, 2009

    18 김영희, "놀이를 잘하는 아동의 특성에 대한 연구" 5 (5): 3-15, 2002

    19 박희현, "내용분석을 통한 노인의 놀이 특성" 한국인간발달학회 17 (17): 37-50, 2010

    20 류한구, "교육방법으로서의 놀이, 그 인식론적 고찰" 16 : 319-330, 1983

    21 이영미, "게임놀이치료의 이론적 고찰과 적용사례" 4 (4): 71-82, 2001

    22 Oaklander, V., "Windows to our children" The Gestalt Journal Press 1998

    23 Breen, D. C., "The use of play therapy with adolescents in high school" 1 (1): 25-47, 1998

    24 Freud, A., "The psychoanalytical of children" International Universities Press 1968

    25 Barnett, L. A., "The playful child: Measurement of disposition to play" 4 : 51-74, 1991

    26 Gardner, R. A., "The Talking, Feeling, Doing Game" Creative Therapeutics 1973

    27 Millar, S., "The Psychology of Play" Penguin Books 1968

    28 Barnett, L. A., "Playfulness: definition, design, and measurement" 3 : 319-336, 1990

    29 Lieberman, J. N., "Playfulness: It's relationship to imagination and creativity" Academic Press 1977

    30 Lieberman, J. N., "Playfulness and divergent thinking: An investigation of their relationship at the kindergarten level" 107 : 219-224, 1965

    31 Schaefer, C. E., "Play therapy" 19 : 95-108, 1985

    32 Erikson, E. H., "Play and civilization, In Play: It's role in development and evolution" Basic Books 690-703, 1972

    33 Howes, C., "Peer interaction of young children" 53 : 1987

    34 Bishop, D. W., "Parental conceptual systems, home play environment, and potential creativity in children" 12 : 318-338, 1971

    35 Rogers, C. S., "Measuring playfulness: Development of the Child Behaviors Inventory of Playfulness" 1991

    36 Singer, D. G., "Ideational creativity and behavioral style in kindergarten aged children" 8 : 154-161, 1973

    37 Corsaro, W. A., "Friendship and peer culture in the early years" Ablex 1981

    38 Buhrmester, D, "Changes in Friendship. interpersonal competence, and social adaptation during early adolescence" Department of Psychology, UCLA 1989

    39 Newton, M., "Adolescence: Guiding youth through the perilous ordeal" W. W. Norton 1995

    40 Singer, J. L., "A factor analytic study of preschooler's play behavior" 2 : 143-156, 1980

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