교사-유아와 유아-유아 수놀이 상호작용이 유아의 지능과 사회성에 미치는 영향 비교 = A Comparison of the Effects of Teacher-Child Math-play Interaction and Child-Child Math-play Interaction on Children's Intelligence Quotient and Social Ability

국문 초록 (Abstract)

본 연구는 교사-유아, 유아-유아 수놀이 상호작용이 유아의 지능과 사회성에 어떠한 영향을 미치는지를 비교.검증해봄으로써 보다 효과적인 교수학습 방안 모색을 위한 기초자료를 제공하려는데 있다. 만 5세 유아 60명을 대상으로 교사-유아 수놀이 집단에는 교사와 유아의 상호작용을, 유아-유아 수놀이 집단에는 유아끼리의 상호작용을 4주(12회) 실시한 결과, 유아-유아 수놀이 상호작용 집단이 교사-유아 수놀이 상호작용 집단보다 지능 점수와 사회성 점수가 통계적으로 유의하게 높게 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare the effects of Teacher-Child
math-play interaction and Child-Child math-play interaction. A total of 60
children(33 boys and 27 girls) whose ages were five years from the H
Kindergarten in Kwangju were selected, half as the Teacher-Child group(17 boys,
13 girls) and half as the Child-Child group(16 boys, 14 girls). The instruments
used in this study were K-WPPSI and Bronson's 'Social and Task Skill Profile'.
In order to compare the effects of Teacher-Child math-play interaction and
Child-Child math-play interaction, the collected pre-post test data were analyzed using t-test. The findings of this research were as follows;
First, there were significant differences between the two groups in intelligence
quotient. The intelligence quotient scores of Child-Child math-play interaction group were significantly higher than those of the Teacher-Child math-play interaction group. Second, there were significant differences between the two groups in Social Ability. The Social Ability scores of Child-Child math-play interaction group were significantly higher than those of the Teacher-Child math-play interaction group.
As a result of this study, it appeared that Child-Child math-play interaction
activities were very effective for improving children's intelligence quotient and Social Ability.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 논의 및 결론
• 참고문헌
• Abstract