This study aims to develop and evaluate the educational significance of a humanities-play integrated education program designed for elementary school students residing in the border regions of South Korea. Cheorwon, Gangwon-do, the program’s site, is a border area experiencing urban decline in terms of physical, social, and economic functions, with lingering security concerns among residents. Therefore, a practical approach considering socio-cultural aspects is needed to improve the quality of life for these residents. The humanities-play integrated program introduced in this study combines humanities texts with various play activities designed to stimulate physical and cognitive engagement, supporting healthy self-identity formation among elementary students in border areas. During the development phase, the program was structured to connect humanities values and play activities through elements of creativity, spontaneity, simplicity, repetition, and real-life relevance. Since 2022, a total of seven program sessions have been conducted, with survey satisfaction rates ranging from 87% to 99%. The findings indicate that integrating humanities and play promotes positive self-recognition and confidence among students, receiving high engagement and positive feedback. In conclusion, the humanities-play integrated program demonstrates an educational effect in fostering healthy self-identity in elementary students from border areas.

Authors:
Song Yi Yang, Kangwon National University, South Korea

About the Presenter(s)
Song-Yi Yang is currently educated as a doctoral student at the Department of Education and Humanities Cooperative. She serves as a lecturer in humanities education classes for children.

See this presentation on the full schedule – Saturday Schedule

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