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KMID : 1022520120160030053
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Journal of Play Therapy
2012 Volume.16 No. 3 p.53 ~ p.69
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Cho Mee-Jung
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Abstract
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This study analyzes the data obtained from the 682 people including 4,5,6th grades of elementary school living in Gwangju, South Korea to find out how the playfulness of children explains the self-regulation and social competence of children. For rating scale, we used Children` s Playfulness Scale(Choi, Cho & Choi, 2008), Social Capability Scale(Han, 2005) reconstituted from Adolescent Social Competence Scale (Park, 1998) and Child Self-Regulation Scale(Huh, 2003). As a result, first, the main outcomes of the influence of children`s playfulness to social competence are that the sub-variables(sociability, interpersonal adjustment and popularity) of social competence are high if the sub-variables(extraordinariness, social playfulness and cmotional playfulness) of children`s playfulness are abundant; the sociability and popularity are high when social playfulness is abundant and the social participation is high when social-emotional playfulness is high. also, If the children`s social-emotional playfulness and pursuit of fun are high, leadership is high. Second, If the children`s behavioral self-regulation is high, overall factors of social competence are high. Third, the most effective factors about the children`s social competence are social playfulness and the motivational self-regulation. This study shows that the each sub-level of social competence has different influences to playfulness and sub-variables of self-regulation. So, in the fields of children`s psychotherapy, the promotion of playfulness of different domains and the improvement of self-regulation are necessary to solve the social competence problems.
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KEYWORD
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elementary school, playfulness, self-regulation, social flexibility, sub-variables
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