유아의 상상놀이에서 주도적-추종적 놀이스타일에 대한 연구 = Play Styles in Pretend Play of Preschool Children

국문 초록 (Abstract)

본 연구에서는 유아가 상상놀이를 진행하기 위해 사용하는 의사소통에서의 개인차를 기초로 주도적 및 추종적 놀이스타일을 구분해보고 이러한 놀이스타일과 사회상상놀이의 수준 및 사회적 능력과의 관련성을 살펴보고자 하였다. 피험자는 48개월의 유아 46명으로 어린이집의 빈 놀이실에서 대상유아가 친구와 노는 장면이 20분동안 비디오카메라로 촬영되었다. 이 테이프는 글로 옮겨져 의사소통과 상상놀이의 수준에 따라 범주화되었고 교사에 의해 유아의 사회적 능력이 평가되었다. 본 연구결과 놀이스타일은 주도적 및 추종적 두가지로 구분되었다. 또한 주도적 스타일을 보이는 유아는 높은 수준의 사회상상놀이에 참여하며. 교사에 의해 사교적인 것으로 평가되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify characterisitics of leader-follower play styles adapted by preschoolers to construct and maintain social pretend play. Another purpose was to investigate the relationship between play styles and social competence. The subject in the study were 46 Korean-American preschool children, the mean age being 48 months. They were selected from two day care centers located in the Koreatown area of Los Angeles. Each child was paired with a self-chosen playpartner and toys were provided to facilitate social pretend play. their play was videotaped for 20 minutes. The videotapes were transcribed and segmented into one minute intervals. Then, the transcripts were coded for complexity of social pretend play and communicative strategies. Also, Howes' teacher ratings of social competence was used to measure social competence for each child. Three composite scores- difficult, hesitant, sociable- were obtained. According to the results, two distinctive styles were identified : leaders, characterized by the behaviors such as directness, defining play activity, and gives information and followers, characterized by the behaviors such as accepting directions, definitions, asking information and watching a partner. Strategies children use to structure were found to be significantly related to their ability to engage in complex social pretend play. Also, leading style was associated with sociable score, however, not with hesitant and difficult score. The results of the study indicate that the strategy of directing pretend play sequence is related to the ability to carry out complex levels of social pretend play. This behavior appears to provide structure and guidance to play interaction. Although some limitations remain, understanding individual differences in children's play styles can help to facilitate the social development of children who experience serious peer relationship problem.