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; The purpose of this study was to compare on qualities of children s play between young children with disabilities in separated environment and young children without disabilities in general kindergarten, and to compare on aspects of involvement in children s play between special education teachers and general education teachers.
Subjects of this study were 22 seven years children with disabilities from the educational institution for disabled young children in Seoul and 22 seven years children without disabilities from general educational institution for young children. Also, 11 special education teachers and 11 general education teachers for young children were selected from the institution where subject children belong.
The young children s play was observed three times each for 10 minutes, and the teacher s involvement in play was observed three times each for 20 minutes. Play types were measured by the way of partial-interval recording, and playfulness was assessed by 5 point measure rating paper.
Types of adult involvement was measured by the event recording.
As for play types and playfulness, T-test was operated to find out if there is meaningful difference between group of disabled children a<nd group of nondisabled children, and if there is meaningful difference between group of special education teachers and group of general education teachers.
The results of this study are as follows.
1. Young children with disabilities did solitary/functional play most often, and then enjoyed unoccupied behavior, parallel/functional play, onlooking behavior, non-play activity, and group/dramatic play in order. On the contrary, group of nondisabled children did onlooking behavior, parallel/functional play, group/constructive play, and group/game in order.
2. As for play types, young children with disabilities and young children without disabilities showed meaningful difference in solitary/functional play, solitary/dramatic play, parallel/dramatic play, group/constructive play, and group/game.
3. As for playfulness, young children with disabilities got a high point from subordinative categories of physical spontaneity , and got a low point from subordinative categories of cognitive spontaneity and sense of humor . On the contrary, young children without disabilities showed even distribution of points.
4. As for playfulness, young children with disabilities and young children without disabilities showed meaningful difference in all parts except subordinative categories of physical spontaneity and the category of expressing enjoyment and showing exuberance during play .
5. As for adult intervention, group of special education teachers involved frequently with types like directing , doing unrelated activities , helping to perform play through verbal interaction , reconstructing environment during play , passive observing , and maintaining play in order. On the contrary, group of general education teacher showed directing and doing unrelated activities most often. And they involved frequently with types like helping to perform play through verbal interaction , passive observing , maintaining play in order.
6. As for adult involvement types, group of special education teacher and group of general education teacher showed meaningful difference only in types of maintaining play and helping unconditionally .&HQsj&Su\~_j
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