아동의 또래관계 증진을 위한 사회적 기술 중재 프로그램의 효과 = Effects of a social skill intervention program for improving children's peer interaction and peer acceptance

국문 초록 (Abstract)

본 연구는 아동의 또래관계를 돕기 위한 사회적 기술 중재 프로그램을 개발하여 그 효과를 검증하고자 고안한 것이다. 또래수용도가 학급 내 하위 25%에 속하는 만 5세 아동 32명을 실험집단과 통제집단에 16명씩 무선 배정하여 사전·사후·추후 검사를 하였고, 실험집단에는 연구자가 개발한 중재 프로그램을 15회 실시하였다. 중재는 이야기 나누기와 역할극, 언어활동과 게임, 미술 작업의 형태로 코칭과 소집단 협력활동을 통해 이루어졌다. 행동관찰과 사회성 측정 검사 결과, 또래 상호작용 행동 그리고 또래수용도 측면에서 실험집단이 통제집단과 유의한 차이를 보였고, 그 차이가 중재가 끝난 10주 후에도 계속 유지됨으로써 본 연구의 중재 프로그램은 아동의 사회적 행동특성을 긍정적으로 변화시키고 또래수용도를 향상시키는데 효과적임이 밝혀졌다.

다국어 초록 (Multilingual Abstract)

This study investigates the effects of a social skill intervention program on poorly accepted kindergarteners. Subjects were 32 kindergarten children in the lower 25% on a peer acceptance scale. They were randomly assigned either to the experimental or control group. The experimental group (n=16) received the intervention program pairing with 16 popular children during 15 sessions for 8 weeks. The social intervention program, which was developed by the investigator based upon Social Learning Theory and Vygotsky's concepts, emphasized coaching strategy and cooperative peer learning activities. The program consisted of role-play, art, language activities and games. Data were collected by the observation of peer interaction behavior and Peer Rating Scale at pre, post, and 10 weeks after treatment. Data were analyzed with descriptive statistics, t-test, paired t-test and 2-way ANOVA. The results: First, the experimental group showed a significant increase in positive skill performances including asking questions of peers, making comments to peers and using negotiation skills after treatment. They also showed a significant decrease in negative interaction behaviors especially aggression and peer neglect. Second, the experimental group showed a signigicant increase in peer acceptance after intervention. Third, the beneficial effects of the intervention program could be observed 10 weeks after treatment to some extent in the area of positive behaviors. The implications of this study are that young children can benefit from intervention programs aimed at peer interaction and peer acceptance.