보육아동의 사회성 증진을 위한 집단 치료놀이 프로그램 개입에 관한 연구 = A Study on the Effects of Group Theraplay Program to Enhance Sociability in Day Care Center for Children

국문 초록 (Abstract)

본 연구는 보육시설 이용아동이 장시간 가정과 분리되어 잇다는 특성에도 불구하고 이러한 이용자의 특성을 고려한 적절한 보육 프로그램이 부재한 현실에 대해 문제를 제기하며 시작되었다. 본 연구자는 보육시설과 같이 아동에 대해 집단 보호가 이루어졌을 때 나타날 수 있는 다양한 부작용 가운데 하나로 친밀한 또래관계가 부족할 수 있다는 점을 지적하고, 건강한 부모자녀관계를 모델로한 집단 치료놀이 방법을 보육시설 아동에게 적용한 사회성 증진 보육 프로그램을 실시하여, 그 프로그램의 효과를 알아보고자 하였다. 본 연구를 위해, 서울 내 한 빈곤지역 어린이집 유아반 이용아동 8명을 대상으로 총 10회의 집단 치료놀이 프로그램을 실시하였다. 프로그램의 효과를 알아보기 위해, 매 회 집단 치료놀이 프로그램 내용을 비디오로 녹화하였으며, 녹화된 테이프를 보며 각 아동별 프로그램 참여 특성을 평가하였다. 또한 전체 프로그램 실시 전과 종결 후 두 차례에 걸쳐 대상아동에게 역량지각검사와 또래환경 지각검사를 실시하였다. 사전·사후 검사의 차이를 알아보기 위해 윌콕슨 부호 순위검증을 활용하였다. 본 연구의 결과를 정리해 보면 아래와 같다. 첫째, 대상아동의 네 가지 사회적 행동 변화를 살펴보기 위해, 협력, 자기주장, 자아통제, 관심행동의 네 가지 관찰항목에 대한 아동의 세션 내 행동발생빈도를 체크한 결과, 변화량에는 개인차가 있지만, 협력행동과 관심행동 빈도에서 대상아동 모두 증가하였다. 둘째, 사회성 증진을 위한 집단 치료놀이 프로그램 실시 전·후, 아동의 역랑지각 및 또래 환경지각 점수의 차이를 살펴본 결과, 아동의 역량지각 점수와 또래 환경지각 점수 모두 프로그램 실시 후 통계적으로 의미있는 상승변화를 보였다.

다국어 초록 (Multilingual Abstract)

Recently, the problem, the absence of appropriate day care center which considered specific situation that the number of children who should spend a lot of time in day care center has increased, has became influential. However this existing problem wasn`t actually deliberated. Besides a limit, that close friendship which is one of the various side effects while children were taken care of by group as day care center, was deficient in the present day care service. The purpose of this study is that the effects of Group Theraplay were investigated, which is based on healthy relationship between parents and children under three was taken, in promoting sociality, and after the implementation of Group Theraplay grogram, its effects were investigated. To accomplish the purpose of this study, eight children were selected in preschool which is located in the destitute area of Seoul. Next, the subjects were asked to participate in Group Theraplay, totally 10 times. This researcher recorded every Therapy session on video tape, and evaluated the activities of session and the responses of children with 1 therapist and 2 co-therapists after the session by means of video tape analysis. In addition frequency of behavior occurrence were observed with examining recorded Therapy session. Furthermore, two tests which examined the perceived self competence and the perceived peer environment were taken 2 times before and after the entire program. With the use of Wilcoxon signed ranks test, the difference between the results before and after the program were investigated. The main findings of this study are as follows; 1) During he program, most of children change positively in social behavior in spite of individual variable behavior occurrence frequency of four observed items in children behavior such as collaboration(giving and taking the help each other, sharing each other, observation of rules and instructions), self-assertion(request of the help, self-introduction, capacity to face unfair treatment), self-control(capacity to accept proposal which other people suggested, concentration, making a objection), interest behavior(appreciation, contact, interest) were examined for the participating in the Group Theraplay session to increase sociality. 2) The results from the different value between the perceived self competence and perceived peer environment before and after the program to promote sociality with group Theraplay are as follows; First, the value of the perceived self competence rose after the implementing the program. In addition the result of Wilcoxon signed ranks test for difference between the result of before and after the program was that the value of s was 39.5(p＜.01). Therefore, the perceived self competence highly rose after the program and the rise was statistically significant. Second, the value of the perceived peer environment of the subjects rose before and after the program. Moreover, the result of Wilcoxon signed ranks test for of s was 38.5(p＜.01). Consequently, the value of the perceived peer environment sharply rose after the program and the rise was statistically significant.