유아의 연령에 따른 마음이론 발달의 차이 = An Analysis on the Young Children's Mind Theory Development according to Age

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze young children's mind theory development according to age. The difference in mind theory development according to age was examined with 3~5-year-old children. The subjects of this study were 60 three-year-old children, 60 four-year-old ones and 66 five-year-old ones selected from H Kindergarten in G Metropolitan City. It used Peskine's tasks in collect of the data and evaluated the subjects for two weeks from 5th May to 13th May, 2006. ANOVA, and Duncan test were used to analyze the data. In the results of analyzing difference in mind theory development according to age, the score of mind theory was highest in the five-year-old young children group, and next, in order of the four-year-old young children, and the three-year-old young children group, and the differences were statistically significant. In addition, when the differences according to age were examined by Duncan test, the score of mind theory development was statistically significantly different among the three-year-old young children, the four-year-old young children, and the five-year-old young children group.

국문 초록 (Abstract)

본 연구의 목적은 유아의 연령에 따른 마음이론 발달을 분석하기 위해 만 3, 4, 5세 유아를 대상으로 마음이론 발달의 연령에 따른 차이를 살펴보았다. 연구대상은 G광역시에 위치한 H유치원의 만 3세 유아 60명, 만 4세 유아 60명, 만 5세 유아 66명을 선정하여 페스킨 과제를 사용하여 마음이론 검사를 실시하였다. 수집된 자료는 ANOVA를 통해 분석한 결과, 마음이론에 있어서 만 5세 유아 집단이 가장 높은 점수를 보였고, 다음으로 4세 유아, 3세 유아 집단 순으로 드러났으며 이러한 결과는 통계적으로 유의미한 차이가 있는 것으로 나타났다. 또한 연령에 따른 구체적인 차이를 알아보기 위해 Duncan 검증을 실시한 결과, 마음이론발달 점수는 3세 유아, 4세 유아 그리고 5세 유아 집단 간에 각각 통계적으로 유의미한 차이가 있는 것으로 밝혀졌다. 이러한 본 연구의 결과는 유아의 사회적 관계 형성을 위한 교수방법에 중요한 지침이 될 것으로 사료된다.

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