Earticle

본 연구는 내러티브가 유아교육에서 어떤 시사점을 주는지를 논의하는데 목적을 두었다. 논의를 위해 우선 내러티브의 개념과 가치를 정리하였으며 이를 바탕으로 개인적 의미 표상 차원, 공동의 의미 구성 차원, 그리고 유아교수접근방법 차원에서 내러티브의 유아교육적 함의를 논하였다. 개인적 의미 표상 차원에서 내러티브는 유아의 자아 구성과 관련이 있으며, 부모 또는 교사가 유아의 일상적 경험에 대해 대화하는 것이 관건이라는 점을 논하였다. 공동의 의미 구성 차원에서는 교사 또는 유아 또래간의 상호작용적 내러티브 대화의 중요성을 논하였다. 유아들은 함께 놀이하는 과정에서 놀이 내러티브를 통해 일상적 생활 경험이야기, 상상적 이야기를 만들고 재현한다. 또한 유아들의 상호작용적 내러티브 대화에는 세계에 대한 추론 과정이 드러난다. 이는 유아교사가 유아들을 이해하고 학습자의 특성을 파악하는데 큰 시사점을 준다. 내러티브의 유아교수접근적 함의로는 유아교육이 지향하는 통합교육과정과 일맥상통하는 점을 논하였다. 내러티브는 통합교육과정의 틀로서, 교육내용 또는 문화 콘텐츠로서, 교수-학습의 방식으로서 활용될 수 있다. 따라서 유아교사는 내러티브의 중요성을 인식하고 통합교육과정의 실천 과정에서 특히 유아들이 만드는 내러티브에 관심을 기울일 것을 강조하였다.

The purpose of this study was to discuss the implications of narratives in early childhood education. Based on consolidating the concept and values of narrative, implications of the narratives in early childhood education were discussed. Results of the study are as follows: First, teacher of young children have to attend and try to understand the child's narratives because those are representations of one's mind. Second, peers and teacher-child narrative interactions should be taken a big place in young children's class activities because children's play narratives from the interactions show many features of children's life, experience, inference, etc. Third, various forms of narratives are useful for child-centered educational approach because the narrative mode of thought come in touch with integrated curriculum.

본 연구는 교사보조로봇을 활용한 활동이 유아의 사회적 능력에 어떤 영향을 미치는지를 알아보는데 그 목적이 있다. 충청남도 공주시에 소재한 K유치원 만 5세 두 학급 유아 38명을 대상으로 실험집단과 통제 집단으로 구분하여 실험을 실시하였다. 유아의 사회적 능력을 측정하기 위한 도구로는 Lafreniere와 Dumas(1995)의 Social Competence and Behavior Evaluation(SCBE)를 안라리(2005)가 번안한 도구를 사용하였다. t검증 결과에 따르면 실험집단이 통제집단의 유아보다 사회적능력 점수가 높았으며, 유의한 수준에서 차이가 있는 것으로 나타났다. 사회적 능력 점수의 하위수준을 따로 분석한 결과는 또래와의 상호작용에는 유의미한 차이가 없었으며, 성인과의 상호작용에만 유의미한 차이가 발견되었다. 따라서 교사 보조로봇을 활용한 활동이 유아의 전반적인 사회적 능력에는 긍정적인 영향이 있음을 확인할 수 있었지만, 또래와의 상호작용에 유의미한 차이가 없다는 결과는 추후 후속연구가 필요한 부분이라 할 수 있다.

The purpose of this study was to examine the effects of activities with teaching assistant robots on children’s social competence. The subjects of this study were 38 (five-year-old) children attending a Kindergarten in Gongju, Chungcheongnam-do. The instruments used in this study was An Rari(2005) translated Social Competence and Behavior Evaluation (SCBE) of Lafreniere and Dumas (1995) for the purpose of measuring children’s social competence. To test the research questions, two groups' means differences of each item between pre- and post-tests were calculated, and then t-tests were conducted on the increased scores from pre- to post-tests. Results of the study were as follows. First, the average of social competence was higher in the experimental group than that of the control group, and it was shown that there is a statistically significant difference (p< .05) as a result of applying t-test to average score increase on social competence test by each group, subtracting pre-test scores from post-test scores of children in both groups. Second, it was shown that there is no statistically significant difference as a result of applying t-test to average score increase on peer interaction test among the subcategories of social competence. Third, it was shown that there is a statistically significant difference (p< .05) as a result of applying t-test to average score increase on social interaction test with adults among the subcategories of social competence. Moreover, it was indicated that there is a statistically significant difference (p< .05) for both cooperation and autonomy in sub-element of social interaction test with adults among the subcategories of social competence. Moreover, it was indicated that there is a statistically significant difference (p< .05) for both cooperation and autonomy in sub-element of social interaction with adults.

본 연구는 자율성을 증진할 수 있는 교육활동을 계획하여 실행하는 것이 유아의 자율행동에 어떠한 영향을 미치는지 알아보는데 목적이 있다. 연구 대상은 대전광역시에 소재한 2개의 공립유치원에 재원중인 만 4세, 만 5세 유아 34명(만 4세 9명, 만 5세 25명)이었다. 실험집단은 17명(만 4세 5명, 만 5세 12명), 통제집단은 17명(만 4세 4명, 만 5세 13명)이었다. 연구 도구는 유아 자율행동을 측정하기 위해 이학선(2007)에 의해 개발된 「유아 자율행동 검사」도구를 사용하였다. 실험집단은 유치원의 일과활동과 관련되며 자율성 요소를 포함하고 있는 자율성 교육활동을 실시하였고, 통제집단은 생활주제에 따른 유치원 교육과정을 적용하였다. 본 연구의 결과, 자율성 증진 교육활동은 등원 및 일과계획에서의 유아 자율행동, 자유선택활동에서의 유아 자율행동, 정리정돈 및 전이에서의 유아 자율행동, 집단활동에서의 유아 자율행동, 평가 및 귀가에서의 유아 자율행동에 통계적으로 유의한 차이가 있는 것으로 나타났다.

The purpose of this study was to examine the impact of the planning & execution of the education activity to autonomous behavior of childhood. The participants were 34 children of 4 or 5 year age(4 age 9 children, 5 age 25 children) of 2 public kindergartens in Daejeon in which 17 children( 4 age 5 children, 5 age 12 children) were selected as experimental group and the other 17 children( 4 age 4 children, 5 age 13 children) were selected as control group. "A Test on Young Children's Autonomy," constructed by Lee(2007), was used to measure participants' autonomous behaviour. Autonomy promotion education activity the contents that can be thought related daly activities of which comprises self determination, self expression, behavior implementation, self evaluation was implemented through Story Sharing Activities, number, game, rhythm, Dramatic Activities, Formative activity, language activity. In this respect, experimental treatment was performed total 16 times, 2 times per week for 8 weeks from May 17, 2011 to Jul 7, 2011 and the data was treated by t-test to examine differences of the groups depending on the study subject. Results of this study were as follows; Autonomy promotion education activity indicated significant statistical difference for young children’s autonomous activity(p< .001). This implies Autonomy promotion education activity provides positive influence to promotion of young children’s autonomous behavior.

본 연구의 목적은 그림책을 감상하고 이야기를 나눈 후, 모둠별 토의를 통하여 그림책의 내용에 기초한 협동적 집단게임을 구성하고, 협동하여 게임에 참여하는 활동이 유아의 사회적 능력에 어떠한 영향을 미치는가를 알아보는데 목적이 있으며, 이를 통하여 유아교육 현장에 협동적 집단게임을 활용한 교수․학습방법의 기초 자료를 제공하는데 의의가 있다. 연구대상은 경상북도 K시에 소재한 단설유치원 1개원에 재원중인 만 5세 유아 40명이며, 10주 동안 총 20회 실시하였다. 연구 도구는 유아의 사회적 능력을 알아보기 위하여 관계 문헌을 토대로 우수경(2002)이 제작한 유아의 사회적 능력 검사 도구를 사용하였다. 본 연구의 결과 그림책을 활용한 협동적 집단게임활동이 유아의 주도성, 협조성, 사교성에 영향을 미치는 것으로 나타났다. 결론적으로, 그림책을 활용한 협동적 집단게임활동은 유아의 사회적 능력에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study was to investigate the effect of cooperative group game through using stories on young children’s social competence The participants of this study were 40 children of 5 year age of 2 classes from public kindergarten located in G, Gyeongbuk. The results of the study were as follows; First, the significant group difference of young children’s social competence was found(p<.001). First result means that cooperative group game through using stories has positive effects on young children’s competence. Second, the significant group difference of young children’s initiative was found(p<.01). second result means that cooperative group game through using stories has positive effects on young children’s initiative of social competence. Third, the significant group difference of young children’s cooperation was found(p<.001). Third result means that cooperative group game through using stories has positive effects on young children’s cooperation of social competence. Fourth, the significant group difference of young children’s sociability was found(p<.01). Fourth result means that cooperative group game through using stories has positive effects on young children’s sociability of social competence.

본 연구의 목적은 유치원에서의 협동적 신체표현활동 경험이 만 4세 유아의 친사회적 행동에 어떠한 영향을 미치는지 알아보는데 목적이 있으며, 이를 통하여 유아교육 현장에 협동적 신체표현활동 교수․학습방법의 기초 자료를 제공하는데 의의가 있다. 연구대상은 강원도 S시와 D시에 소재한 2개 단설유치원 종일제에 재원 중인 만 4세 유아 46명이며, 12주 동안 총 11회 실시하였다. 연구 도구는 유아의 친사회적 행동에 대한 사전과 사후검사를 위해 Babcock, Hartle과 Lamme(1995)의 평가척도를 기초로 김영옥(2003)이 개발한 유아의 친사회적 행동 평가 검사도구(Prosocial Behavior Scale for Young Children)를 사용하였다. 본 연구의 결과 협동적 신체표현활동은 유아의 지도성, 도움주기, 의사소통, 주도적 배려, 접근시도하기, 나누기, 감정이입 및 조절에 영향을 미치는 것으로 나타났다. 결론적으로, 협동적 신체표현활동은 유아의 친사회적 행동에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study was to investigate the experience of cooperative physical expression activities at a kindergarten on young children's prosocial behavior. Participants for the study were 46 four-years-old and children attending two kindergartens attached to the public kindergarten in D and S city, GangWon-do. The results of the study were as follows. The experience of cooperative physical expression activities at a kindergarten made statistically significant group differences of young children's prosocial behavior(p<.001). This means that cooperative physical expression activities had positive effects on young children's prosocial behavior. First, cooperative physical expression activities made statistically significant group differences of young children's 'leadership'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'leadership'. Second, cooperative physical expression activities made statistically significant group differences of young children's 'helping'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'helping'. Third, cooperative physical expression activities made statistically significant group differences of young children's 'communication'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'communication'. Forth, cooperative physical expression activities made statistically significant group differences of young children's 'initiative consideration'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'initiative consideration'. Fifth, cooperative physical expression activities made statistically significant group differences of young children's 'approaching'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'approaching'. Sixth, cooperative physical expression activities made statistically significant group differences of young children's 'sharing'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'sharing'. Seventh, cooperative physical expression activities made statistically significant group differences of young children's 'empathy and self-control'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'empathy and self-control'.

본 연구는 만지는 대로 형태가 변하여 의식세계를 꾸밈없이 표현할 수 있는 점토를 가지고 유아가 어떻게 놀이를 하는지 심층적으로 분석함으로써, 유아가 점토놀이 과정에서 어떠한 경험을 하는지 알아보는데 목적이 있다. 본 연구에 참여한 유아는 경기도 여주군에 있는 O초등학교병설유치원 방과후반 만 3세(여아 2명), 만 4세(남아 2명), 만 5세(남아 1명, 여아 1명) 유아 6명이었다. 연구과정은 2012년 4월 6일(금)~6월 18일(월)까지 13주 동안 주 1~2회씩 총 16회의 점토놀이가 이루어졌다. 본 연구를 위하여 선정된 점토의 종류는 찰흙, 지점토, 밀가루 점토, 아이클레이이며, 유아 6명이 소집단으로 참여하였으며, 유아의 흥미와 반응에 따라 융통성 있게 실시하였다. 자료 수집은 질적 연구의 신뢰성과 자료의 타당도를 높이기 위하여 삼각측정법(Merriam, 1994)에 의하여 녹화자료 전사와 유아의 놀이사진, 연구자의 관찰일지, 유아의 점토놀이 결과물 등의 다양한 방법으로 자료를 수집하였다. 수집한 자료는 자료의 조직화, 영역분석, 자료 분류 및 분석, 분석 결과의 해석 단계를 거쳤다. 본 연구의 결과는 다음과 같다. 유아의 점토놀이 과정에서의 경험은 「점토에 대한 낯설음과 선호도」,「점토를 다양하게 탐색하기」,「실패의 경험과 다시 시도하기」 「점토놀이의 즐거움 느끼기」,「부정적인 감정 드러내기」,「점토놀이하며 또래와 상호작용하기」로 나눌 수 있다.

The purpose of this study was to understand young children's experience in the process of playing with clay by deeply analyzing how young children can plainly express thoughts and feelings by turning, shaping, and touching clay. The children who participated in this study were 6 from Full-day class of a kindergarten annexed to O elementary school in Yeoju-gun Gyeonggi-do with age 3 (2 girls), age 3 (2 boys) and age 5 (1 boy and 1 girl). The research was taken in 16 sessions for 13 weeks with once or twice per week from April 6 (Fri.) to Jun. 18 (Mon.) 2012. For this study, the selected clay included clay, paper clay, powder clay and color clay. The 6 children attended as a small group and tests were carried out flexibly according to interests and reaction of them. The data collection was made through various methods including recording resource, children’s pictures of playing, researcher’s observation diary, output of clay play by means of Triangle Measurement Method (Merriam, 1994) in order to enhance validity. The collected data had undergone processes such as data organization, scope analysis, data classification and analysis and interpretation of results. The results of this study ware as follows: Young children’ experience from clay playing can be divided into「Strangeness and preference on clay」,「Explore clay in various ways」,「Failure experience and try again」,「Feel joy of clay play」,「Express negative feeling」,「Interaction with peers while playing clay」

본 연구는 유치원의 자유선택활동 중에서 유아들이 쌓기놀이를 하는 과정에서 놀이의 구성물을 통하여 또래와의 상호작용을 하면서 나타나는 내러티브 내용 특징을 알아보는데 있다. 참여유아는 만 5세반 유아 7명이며 유아의 내러티브 내용과 조직을 심층적으로 이해하기 위해 참여관찰을 통해 쌓기놀이에 관련된 내러티브와 관련된 자료들을 수집하였다. 수집된 자료들을 통해 유아들이 어떠한 내러티브를 만들어 가는지 질적연구 방법을 통하여 분석하였다. 연구결과 유아들은 쌓기놀이의 과정에서 그들의 삶과 관련이 있는 구조물을 만들고 놀이의 배경으로 이용하여 경험을 재현하고 다양한 내러티브를 만들었다. 유아들이 만든 내러티브는 유아들의 생활이야기, 상상이야기, 현실과 상상이 혼합된 이야기로 구분되어 졌다. 유아들은 쌓기놀이를 하면서 서로의 이야기를 나누는 과정을 통해 만들어진 구조물에 의미를 부여하고 생활세계의 경험과 지식, 상상력을 기초로 이야기를 만든다.

The purpose of this study is to examine the characteristics of young children’s narratives appearing by interacting with their peers while playing with blocks. The subjects include 7 five-year-olds of the Class attending the kindergarten. I collected a variety of data relating a play with blocks through observation in order to understand the content and structure of narratives. Gathered information was closely examined through a qualitative study to find out how children build narratives. The major research found that during block play, the children made a structure related to their life and recreated their experience using it as a background. The characteristics of young children’s narratives are categorized into the following three types: a children’s life story; imaginary story; and mixed story of both the real world and the imaginary world. Young children gave meanings to what they have built with the blocks through sharing their stories and came up with stories that are based on their life experience, knowledge, and imagination.

본 연구의 목적은 유치원의 경험 이야기나누기 활동에서 나타나는 만 3세반 유아의 일상적 내러티브 특징에 대해 심층적으로 탐색함으로써 만 3세반 유아의 일상적 내러티브 특징에 대한 구체적이고 의미 있는 이해를 도모하고자 하는데 그 목적이 있다. 연구에 참여한 유아는 강원도 D시에 소재한 공립단설유치원의 만 3세반 유아 18명 중 종일제 유아 6명이었으며, 본 연구는 2011년 9월 1일부터 12월 10일까지 15주 동안 총 28회 진행되었다. 유치원의 경험에 대한 이야기나누기 시간은 종일제 귀가시간 전(16:00~16:15)에 외부 소음이 적은 조용한 공간인 낮잠을 자는 방에서 진행하였으며, 이야기나누기 시간의 전 과정은 비디오카메라와 MP3로 녹화·녹음되었다. 자료 수집은 동영상 녹화 및 녹음, 연구자의 저널을 통하여 이루어졌으며, 수집된 자료는 자료의 조직화, 영역분석, 자료 분류 및 분류분석, 분석결과의 해석 단계를 거쳤다. 유치원의 경험 이야기나누기 활동에서 나타난 만 3세반 유아들의 일상적 내러티브 특징은 내러티브를 향한 첫걸음, 친구와의 내러티브, 교사와의 내러티브, 변화하는 내러티브로 범주화 할 수 있었다.

This study aimed to have specific and significant understanding on the personal narrative of children in the 3-year-old class shown the conversational activities about the kindergarten experience by in-depth exploration of the characteristics of the personal narrative of them. The below research topics were selected for this purpose. 1. How are the personal narrative characteristics shown in the conversational activities of the kindergarten experience ? Children who participated in this study were 6 children in full time class among 18 children at a public kindergarten in D city of Gangwon-do. The research was carried out in 29 sessions for 15 weeks from September 1, 2011 to December 10, 2011. The experience sharing time was executed at a napping room, a quiet space with less external noise before they went home (16:00~16:15). The whole process of the conversational activities were recorded with a video camera and MP3. The data collection was made by means of recording video and sound and journals of the researcher. The collected data had gone data processes including organization, scope analysis, data classification, classification analysis and interpretation of analyzed result. The analysis results on the personal narrative of children in the 3-year-old class shown in the conversational activities about the kindergarten experience were as follows. Their narrative characteristics could be categorized into first step for narratives, talking with friends, talking with teachers and changing narratives. First, children in the H class showed the first step for the personal narrative while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics including ‘recalls the experience’, ‘find the conversation piece about the experience’ and ‘talking about the experience.’ They felt it difficult to recollect or remember significant experiences in the kindergarten due to the lack of experience and the shortage of memory capacity and linguistic capacity, and also had difficulties in expressing it using suitable vocabularies. Second, children in the H class showed characteristics of sharing experiences with friends while sharing conversations about the kindergarten experience. In particular they showed personal narrative characteristics including ‘positive talking with friends, and ‘negative talking with friends.’ Children in the H class experienced both positive support and negative support in the relation with friends that made them to form self-conception to be social beings. They could build up personal narratives by means of positive and negative stories which they experienced in the activities with friends. Third, children in the H class built up stories with teachers while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics that could be classified into ‘sir, help me’ and ‘necessity of dialogue.’ Teachers in sharing experience at the kindergarten with children in the H class, helped to make significant meanings on events and activities which children experienced. For this purpose, they endeavored to introduce personal stories naturally and gave them opportunities to contact narrative languages and encouraged them to make experiences into personal narratives. Fourth, children in the H class showed that their personal narrative structure level was changed according to situation while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics that could be classified into ‘unorganized stories’ and ‘developing stories.’ The personal narrative structure level is not shown regularly, but changed according to feelings of the day and situation of children. Activities sharing conversations about the kindergarten experiences had an positive effect on the development of personal narratives of children.

본 연구는 유아의 자기존중감 기르기 교육활동 경험이 일상적 스트레스 상황에서 유아의 반응에 어떠한 영향을 미치며, 그 영향이 지속되는지를 알아보는데 그 목적이 있다. 이를 위해 충청북도 충주시에 소재하고 있는 2개 사립유치원 2학급에 재원 중인 만 5세 유아 60명(실험집단30명, 통제집단30명)을 대상으로 연구를 실시하였다. 실험집단 유아들은 자기존중감 기르기 교육활동을 12주동안 주 3-5회 유아 1인당 56회 실시 하였다. 자기존중감 기르기 교육활동의 경험이 유아의 일상적 스트레스에 미치는 영향이 어떠한지 알아보기 위해 염현경(1998)의 한국형 유아의 일상적 스트레스 검사(KPDSS)를 사용하여 집단 간 사전·사후·추후 검사 결과에 대해 문항별 평균과 표준편차를 산출하고 사후 검사의 점수에서 사전 검사의 점수를 뺀 증가분을 t검증하였다. 그 결과 실험집단 유아들의 유아의 일상적 스트레스 상황 중 ‘비난·공격적 상황 접함’ 상황과 ‘불안·좌절감 경험’에서 실험 집단과 통제 집단 간에 유의미한 차이가 있는 것으로 나타났다. 또한 실험 집단 유아의 경우 자기존중감 기르기 교육활동을 경험한 10주 후에도 통제 집단 간에 유의미한 차이가 지속되고 있는 것으로 나타났다.

The purpose of this study was to investigate how experiencing activities to foster self-esteem affects young children's response on daily stress and whether those effects continue. For the purpose, following research questions were set up: 1. How does experiencing activities to foster self-esteem affect young children's response on daily stress situation? 1-1. How does experiencing activities to foster self-esteem affect young children's response on criticized-violent situation? 1-2. How does experiencing activities to foster self-esteem affect young children's response on anxious-distressful situation? 1-3. How does experiencing activities to foster self-esteem affect young children's response on pride-hurt situation? 2. Do the effects of experiencing activities to foster self-esteem continue? Participants for this study were 60 five-year-old children attending private kindergartens in Chungju, Chungbuk, among whom 30 children (17 boys and 13 girls) were assigned to the experimental group while 30 children (19 boys and 11 girls) were assigned to the control group. The children's mean age was five years and eight months, consisting of five years and eight months for the experimental group(boys: five years and nine months, girls: five years and eight months) and five years and seven months for the control group(boys: five years and nine months, girls: five years and six months). The instrument was Yeom(1998)'s "Korean Preschool Daily Stress Scale(KPDSS)" And "Activities to foster Self-esteem," which was reconstructed by Han(2009), were conducted for 12 weeks by three or five times per week, and totally 56 times per child. The means and standard deviations of young children's daily stress were first computed by data collection time(pre, post, and following test). In order to detect group differences of pre- and post-test scores, a series of t-tests were run on the incremental scores that were computed by subtracting pre-test score means from post-test score means from following test score. And repeated two-way ANOVA between experimental and control group were performed to find out the continuous effects of experiencing activities to foster self-esteem. Results of this study were as follows. First, there was significant group difference of young children's response on daily stress situation by experiencing activities to foster self-esteem between the experimental and control groups. And there were significant group differences of young children's response on 'criticized-violent situation' and 'anxious-distressful situation' among daily stress situations. Second, the effects of experiencing activities to foster self-esteem had continued after 10 weeks of experiencing activities to foster self-esteem.

본 연구는 스트레스 대처에 어려움을 보이는 유아가 모래상자놀이 과정에서 어떻게 자신의 심리적 문제를 표현하고, 표현 양상이 변화되어 가며, 모래상자놀이의 적용 효과는 어떠한지를 분석해 보는데 목적이 있다. 연구 대상 유아는 6년 3개월 된 남아 1명으로 주의산만, 반복적인 일탈행동, 스트레스에 예민한 문제로 의뢰해 온 유아였다. 연구절차는 모래상자놀이 도구 준비, 모래상자놀이 실시, 모래상자놀이 표현, 평가 순으로 진행되었다. 모래상자놀이도구는 Kalff(1966)이 제시한 방법에 따라 2012년 6월 20(수) ~ 10월 15일(월)동안 20회의 모래상자놀이를 실시하였다. 모래상자놀이 표현은 매회 진행하면서 유아의 행동 특성을 기록한 일화기록, 사진, 비디오 촬영, 유아의 놀이평가 등을 종합하여 모래상자놀이의 변화과정을 중심으로 분석하였다. 연구결과 모래상자놀이는 스트레스 대처에 어려움을 보이는 유아가 자신이 가지고 있는 스트레스 상황을 자연스럽게 모래상자놀이에 표현하면서 자신의 문제를 직면하며 억압에서 바람직한 방향으로 스트레스를 대처하고자 하는 힘의 표출이 내면에서 생겨나는 과정을 경험하고 있음을 알 수 있었다.

The present study was to explore the effects of sand-box play, how a child who has difficulty in stress-coping expresses his psychological status in the sand-box play and how the contents of his expression change in the process of play. For the purposes, following research questions were set up: 1. How does a child who has difficulty in stress-coping express his psychological status in the sand-box play? 2. How is the effect of sand-box play on a child who has difficulty in stress-coping? Participants were child and researcher. The subject was six-year-old male child. His teacher at the daycare center reported that he showed attention deficit and repetitive delinquent behavior such as rule transgressions, even though he knew the rules. He was also likely to avoid confronting conflicts and expressing his emotional expression. Especially, he had difficulty in coping with his own stress. The researcher was major in early childhood education in college and had 11 years of work experiences as an in-service teacher. She is in the process of learning developmental counseling in graduate school and completed the basic education. Also she has gotten supervision from a developmental expert and a sandplay expert. This study had been conducted in the sequence of the preparation of the sand-box tools, the administration of the sand-box play, the expression in the sand-box play, and the evaluation. The sand-box tools contain sand, a sand-box and play materials, which are followed by Kalff(1966). The sand-box play therapy was total 20 sessions from June 2012 to October 2012, in which 10 sessions(1st to 10th session) were implemented once a week, and the other 10 sessions(11th to 20th session) were implemented three times two weeks. The expression of sand-box play was analyzed by synthesizing the anecdotal documentations of children's behavioral characteristics in each session, photographs, videotape transcriptions and a child's self-evaluation of the play, focusing on the changing process of the play. Also, the evaluation of the sand-box play was focused on the changing process, which was analyzed on the aspect of psychological behavioral characteristics. The instruments used in this were study Korean Preschool Daily Stress Scale(KPDSS), Korean-Wechsler Intelligence Scale for Children-Ⅲ(K-WISC-Ⅲ), Bender-Gestalt Test(BGT), Kinetic Family Drawing(KFD), Self-Esteem Scale for young children, Self-Efficacy Inventory and Children`s Playfulness Rating Scale. The results of the study were as follows: First, When inspecting the expression of sand-box play, at the 1st session to the 5th session, the overall impression was rather poor, mechanical and routine. The sand-box was filled with play materials in disorder. He not only allocated the space but also utilized the whole space in the sand-box. In the case of the play theme, even though he had difficulty in setting the theme, the theme was usually fight, mother, father or younger sister. He often used vehicles as play materials, though, his play showed an inconsistent pattern, the lack of integrity and dynamics. His ego-development stage showed ‘The AnimalsㆍVegetative Phase’. At the 6th session to the 16th session, play contents were the disorder, the confusion, the confrontation and the struggle. In the use of the space, he utilized the whole sand-box space. Moreover, there was a change of being more dynamic play. The play themes was family, motorcycle, robot, car racing, Jeju-do, foreign country, zoo, museum, accident or storm. He often used vehicles as play materials, and the movement of the vehicles had consistent directions, dynamics. His ego-development stage showed ‘The Fighting Phase’. At the 17th session to the 20th session, play contents was being more constructive, disappearing the disorder, the confusion, the confrontation and the struggle. In the use of the space, he arranged the left and right sides in zigzags. Moreover, with drawing a circle from the interface, the arrangements were concentrated. In the case of the play themes, even though he had difficulty in setting the theme, the theme was the racing car or the ship to London. Through the process of the play, the problem areas of integrated expressions were being taken out. Also, the play showed strong integrity maintaining the balance of power. His ego-development stage showed ‘The Phase of Adaption to the Collective adjustment ’. Second, when inspecting the psychological test results with the change of the stress-coping, findings of this study were as follows. Before performing the sand-play box, he tended to repress his stressful status, so he pretended not to have any stress. After the sand-play box play, he could recognize the stressful situation and show behavioral characteristics of coping with the stressful status. Moreover, positive changes were found in K-WISC-Ⅲ, BGT, KFD, Self-Esteem Scale for young children and Children`s Playfulness Rating Scale. These results suggest that the sand-box play for a child who has difficulty in stress-coping was helpful to develop strength to cope with the stress in a desirable way by confronting the problem, expressing one's own psychological status in the sand-box play. That means the sand-box play can be available in preschool education for a child with difficulties in stress-coping and the application of sand-box play can be effective in dealing with the psychological problem as a preventive and therapeutic approach.

본 연구는 자연체험에 기초한 식물 탐구 활동 과정에서 유아가 형성하는 식물에 대한 개념을 심층적으로 분석함으로써, 유아들이 식물 탐구 활동을 통하여 형성하는 식물에 대한 기본 개념들을 알아보는데 목적이 있다. 연구에 참여한 유아는 경기도 Y시 농촌지역에 소재한 N초등학교병설유치원에 재원중인 만4, 5세 유아 6명이었다. 연구과정은 2012년 4월 10일(화) ~ 7월 4일(수)까지 13주에 걸쳐 주 2 ~ 3회 이루어졌으며, 총 활동의 수는 30회로 유아의 흥미에 따라 융통성 있게 실시하였다. 자료 수집은 질적 연구의 타당도와 신뢰도를 높이기 위한 방법인 삼각측정법(Merriam, 1988)을 이용하여 녹화자료의 전사와 유아들의 활동사진, 연구자의 관찰일지 및 유아들의 활동결과물 등의 다양한 방법으로 이루어졌다. 수집된 자료들의 분석은 비디오 녹화 자료의 전사 및 수집된 자료들의 통합, 영역 분석, 자료 분류 및 분석, 분류된 내용의 해석 단계를 거쳤다. 연구결과 자연체험에 기초한 식물 탐구 활동 과정에서 유아가 형성하는 식물에 대한 개념은 「식물은 생명을 가진 소중한 존재」라는 것과 「식물의 성장」,「시간이 지나면서 달라지는 식물의 변화」,「식물․동물․인간이 맺는 관계」그리고 「식물이 가지는 각양각색의 다양성」으로 범주화되었다.

The purpose of this study is to find out the basic concepts on plants that young children build through plant exploration activities by deeply analyzing the concept on plants that young children form in course of plant exploration activities based on nature experiences. Participants for this study were 6 children(boys 3, girls 3) aged 4~5 attending at kindergarten attached to N elementary school in Y City, Gyeonggi-do. This study had been conducted for 13 weeks, 2 or 3 times a week, from April 10th(Tue.) to July 4th(Wed.), 2012. Activities were conducted 30 times flexibly depending on the interests of young children. Data were collected by using triangulation method(Merriam, 1988) to increase validity and reliability of qualitative research through various means such as transcription of recordings, children’s activity pictures, researcher’s field notes and children’s activity outcomes. The analysis of collected data was made by transcription of video recordings, integration of collected data, area analysis, data classification and analysis, and result interpretation. The results of this study are as follows: The concept on plants that young children form in course of plant exploration activities based on nature experiences was shown as 「The plant is a precious being with life」, 「The growth of plants」, 「Changes in plants varying as time goes by」, 「The relationship between plants, animals and humans」, and 「The variety of plants」.

본 연구의 목적은 구성주의 이론에 기초한 물리적 지식활동 중 던지기 활동이 유아의 문제해결력과 공간능력에 어떠한 영향을 미치는지 알아보는데 있다. 연구대상은 경기도 S시에 소대한 두 개의 초등학교 병설유치원에 재원중인 만 5세 유아 40명이며 12주 동안 24회 실시하였다. 연구도구는 유아의 문제해결력을 알아보기 위하여 Tegano, Sawyer와 Moran(1989)의 유아 문제해결력 검사에 기초하여 안경숙(1992)이 사용하고 장경혜(1994)가 수정, 보완한 검사도구를 사용하고 유아의 공간능력을 알아보기 위하여 홍혜경(2001)의 공간능력검사도구를 사용하였다. 본 연구의 결과 구성주의 이론에 기초한 물리적 지식활동 중 던지기 활동은 문제해결력의 하위요소인 문제의 발견 및 진술, 문제 해결에 대한 결론짓기와 공간능력의 하위요소인 눈-운동 협응, 공간적 추리, 시각적 기억 및 회상하기에 긍정적 영향을 미치는 것으로 나타났다. 결론적으로 구성주의 이론에 기초한 물리적 지식활동 중 던지기 활동은 유아의 문제해결력과 공간능력에 긍정적인 영향을 미쳤다고 볼 수 있다.

The purpose of this study was to investigate how throwing activity among the constructivism theory-based physical knowledge activities affects the problem-solving skills and spatial ability of young children. The subjects of this study were 40 young children aged 5 (boys14, girls 26), attending in the public kindergarten located in S-city in Kyeonggii-province. Results of this study were as follows: First, throwing activity among the constructivism theory-based physical knowledge activities had a positive impact on the problem-solving skills of young children(p< .01). In terms of sub-elements, throwing activity among the constructivism theory-based physical knowledge activities had a positive impact on the problem discovery and statement(p< .01) and idea proposal and application for problem-solving(p< .05), but they had no impact on the conclusion-forming process for problem-solving. Second, throwing activity among the constructivism theory-based physical knowledge activities had a positive impact on the spatial ability of young children(p< .01). In terms of sub-elements, throwing activity among the constructivism theory-based physical knowledge activities had a positive impact on the eye-motor coordination(p< .05), spatial reasoning(p< .05), and visual memory and reminiscence(p< .01), but they had no impact on the figure-ground perception and position-in-space perception.