거리두기 교수전략과 통제적 교수전략이 정신지체 유아의 혼잣말에 미치는 효과 = Effects of Distancing - teaching Strategies and Controlling-teaching Strategies on Private Speech of the Mentally Retarded Children

국문 초록 (Abstract)

본 연구의 목적은 5~7세 정신지체유아 30명과 그들의 어머니 20명을 대상으로 하여, 어머니들에게 거리두기 교수전략과 통제적 교수전략의 사용방법을 훈련하고, 어머니와 자녀가 함께 친숙한 모형가구-분류과제와 비친숙한 도형카드-분류과제를 수행하게 함으로써, 거리두기 교수전략과 통제적 교수 전략이 정신지체 유아의 혼잣말 발화 수와 혼잣말 수준에 미치는 효과를 알아보려는 것이다.
그 결과, 어머니의 거리두기 교수전략은 유아의 혼잣말을 조장하고 혼잣말 수준 향상을 촉진하였으나, 어머니의 통제적 교수전략은 유아의 혼잣말 발화를 방해하여 혼잣말 수준 향상을 억제한 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate whether mother's distancing-teaching strategy and controlling-teaching strategy can catalyze private speech of the mentally retarded children, and to derive some implications for their private speech from this investigation.
30 children, aged 5 to 7, and 20 mothers were solicited from 2 day-care centers and 9 kindergartens in Taegu, Korea. In this experiment, 20 dyads, coupled with a mother and a child, were placed as the experimental groups and 10 children were placed as the control groups. According to the contents of strategy, 2 experimental groups, the distancing-teaching strategy group(GA) and the controlling-teaching strategy group(GB) were set.
Participants in this study were asked to complete two tasks: a familiar task, and an unfamiliar task. Mothers of the Group A were trained to use distancing-teaching strategies such as the information-giving, verbalization of plans and activities, conceptual questions, and responsibility transference during the collaboration with children.
Mothers of the Group B were trained to use controlling-teaching strategies such as commands, directives, direct corrections and perceptual questions during the collaboration with children.
The Group C was the control group composed of children without their mothers' assistance, but they were administered the pre-post tests.
The utterance and the level of private speech were examined three times: before the experiment; during the collaboration with mothers; and during independent task performance.
In conclusion, mothers' distancing-teaching strategy motivated children's private speech and increased the level of private speech, while the mothers' controlling-teaching strategy interrupted private speech and decreased the level of private speech.