The purpose of this study is to describe interaction and relationship of an integrated play group in an elementary school and to analyze meaning of them. The research method is an ethnography, in which participant observation of activities in the pla... The purpose of this study is to describe interaction and relationship of an integrated play group in an elementary school and to analyze meaning of them. The research method is an ethnography, in which participant observation of activities in the play group, and unstructured Interview, and reference document analysis were used. Data were collected at the resource room(Do-um-ban) of the D Elementary School in Gangwon-do, Korea. The participants were 3 special educational needs children and 4 children of integrated classrooms. They participated in the integrated play group once a week. The data from participant observations and interviews were analyzed through qualitative data general analysis such as transcribing, analytic memo, coding. The results from this study were as following. As time passes, there was changed aspect of interaction and relationship of in the integrated play group. The first topic word that derived from early aspects is 'Children playing separately'. It was revealed that participants did not greet each other. When start playing, they find a more familiar play person and the play group did not mix. They were in the same space but had a different play. When they play new games together, separately played in the same game. At the end, each went back. The second topic word that derived from after mid aspects is 'Children playing together'. They greeted each other with pleasure. When started playing, they offered and accepted play. They enjoyed all together in the same game. When they go home, promised to see next. Not related to the flow of time, the third topic word that derived from specially the play patterns in the integrated play group is 'Children's strategies for playing together'. That strategies consist of 'take caring, tolerance, help, change'. Then three topic words were derived from the meaning of the integrated play group. First topic word is 'The space for integration'. While playing for fun, they naturally accept each other as play members. That is social integration. Second topic word is 'The space for play'. For children, play group is a fun place to learn new plays. Play activities give an experience of doing something with friends beyond a simple play experience. Third topic word is 'The space for relation'. For students with disabilities who have difficulty in establishing a friendship relationship by themselves, integrated play activities become opportunities for forming relationships. Implication of this study is that the main subject of integration is children, and what is important to children is play rather than integration. New play leads children. But you have to expand their experience from playing games to doing something together. The form of a play group has characteristics suitable for forming social relations. So integrated play group activities will be valuable experiences for inclusive environment. ，免费韩语论文，韩语论文网站 |
