또래 간 토의활동이 유아의 창의성 및 언어능력에 미치는 효과

국문 초록 (Abstract)

본 연구는 또래 간 토의활동을 통해 유아의 창의성 및 언어능력에 대한 효과를 알아보고자 하였다. 실험·통제집단 각 20명씩의 유아를 대상으로 총 10주간 생활주제에 따라 또래간 토의활동을 실시하였다. Torrance의 창의적 사고력 검사와 박영수(1997)의 언어능력 검사를 실시한 결과 매우 유의한 차이를 나타냈다. 창의성의 유창성, 융통성, 독창성, 정교성과 언어능력의 어휘력, 언어이해력, 언어표현력에서 모두 유의한 차이를 보여 또래간 토의활동이 유아의 창의성 및 언어능력에 효과를 미치는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide basic information necessary for the application of peer discussion to early childhood education by analyzing effects of such discussion on young children's creativity and language abilitie. To answer these questions, the researcher surveyed 40 infants, 5 in full age, from D kindergarten located in Busan. The experimental group was divided into small groups, each of which consisted of 4 to 5 members, in accordance with daily themes provided under the educational curriculum of the kindergarten. The experimental treatment of this study was applied in 20 sessions in total, 2 session a week over 10 weeks. Devices used for the study were 「Torrance Tests of Creative Thinking(TTCT)」 translated by Cho Sung Yeon(1984), and Language Abilities Test, modified and supplemented by Park Young Soo(1997) in he research. To clearly determine effects of peer discussion on young children’s creativity and language abilities, the experimental and control groups were pre- and post-tested. Ratings calculated from the two tests were analyzed using t-test.
Results of the study can be described as follows. First, there was a significant difference in creativity between the experimental and control groups(p<.05), demonstrating that peer discussion was effective in improving the quality. Sub-factors of creativity such as fluency, flexibility, preciseness and uniqueness were significantly different between the experimental and control groups(p<.05), indicating that peer discussion was effective in the development of the factors. Second, there was a significant difference in the language abilities between the experimental and control groups(p<.05), demonstrating that peer discussion was effective in improving the language. There significant differences in all the sub-factors of young children’s language abilities, except contextual association, between the experimental and control groups(p<.05), proving the effecti veness of the discussion in improving those sub-factors. Third, regarding whether peer discussion makes a correlation between language abilities and creativity, it was found that there were no significant correlations between ’the number of words’ as one of the sub-factors of the language abilities and ’fluency', between ’the length of statement' as another sub-factor of the faculty and ’fluency’ and between ’contextual association’ and ’flexibility, preciseness and uniqueness'. But the whole language abilities and the whole creativity were found highly correlated with the coefficient of 0.679.
In conclusion, peer discussion as the experimental treatment of this study is effective in the improvement and development of young children’s language ab피ties and creativity.

목차 (Table of Contents)

• 〈한글요약〉
• Ⅰ. 서론
• Ⅱ. 연구 방법
• Ⅲ. 연구 결과 및 해석
• Ⅳ. 논의 및 결론
• 참고문헌
• 〈Abstract〉