협동게임이 아동의 친사회적 행동 상호작용에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to determine the extent to which cooperative games promote prosocial behavior interactions of young children. Specifically, this study attempted to investigate the extent to which cooperative games promote positive physical contacts and positive verbal interactions. Among the first graders of 31 Daeshin Elementary School children, two children who were either positive, average, or negative in physical activity levels were selected and observed. Prosocial behavior interaction checklists were prepared to record positive and negative physical contacts and verbal interactions and goal-related cooperative behavior. Nine weeks of data collection included four sessions of 30-minute cooperative game lessons per week for quantitative data. All 36 sessions were taught by a classroom teacher who was majoring physical education in the graduate school of a National Teachers College. The lessons were videotaped and recorded by using prosocial behavior interaction checklists. A trained observer watched six children using a recurring 30-second time sampling per child. Quantitative data were collected to show the incidence of specific behavioral interactions for each child. Qualitative research methods (i.e., field observation of game participants and teacher interviews) were used to provide a more descriptive analysis of the relationship between game factors and the resulting types and levels of behavior interactions for the game participants. The results of this study indicated that effects of cooperative games on the prosocial behavior interactions of young children as follows. First, positive interactions have significantly increased at the end of the nine week sessions both in physical contacts and verbal contacts than the earlier sessions of this study. Second, the incidence of negative physical contacts and negative verbal comments was low from the beginning and even less at the end of the 36 sessions. This appears to be the results of increased positive interactions among children. Third, a more goal-related behavior was observed than other behavior categories and was also increased significantly during the later sessions of the study. This means that the children in this study became to understand the content of cooperative games and enjoy the participating in cooperative games. It appeared that, after participating in cooperative games, they had changed from $quot;I$quot; perspective to $quot;We$quot; perspective to achieve the goal of the game and the incidence of negative behavior had been significantly decreased and that of positive behavior interaction had been significantly increased. In addition, recommendations for teacher educators and for the further study were presented.