유아의 쌓기놀이 활동과 지도 이해능력의 관계 = Relationship between Kindergarteners' Block Play Activity and Map Understanding Ability

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the relationship between kindergarteners' block play activity and map understanding ability.
The research subjects of this study were established as follows.
1. What about the relationship between children block play activity and map reading ability?
1-1) What about the relationship between children block play activity and perspective concept?
1-2) What about the relationship between children block play activity and orientation concept?
1-3) What about the relationship between children block play activity and symbol concept?
1-4) What about the relationship between children block play activity and scale concept?
2. What about the relationship between children block play activity and map representation ability?
2-1) What about the relationship between children block play activity and three-dimensional map representation ability?
2-2) What about the relationship between children block play activity and drawing map representation ability?
This study targeted 32 kindergarteners', and recorded children block play activity over 4 weeks by shooting with video at the free-choice activity time. Aiming to analyze this, it recorded by transcribing the developmental stage of block play, the variety of materials used, the duration, and the frequency of play behavior, which are 4 kinds of norms for block play activity. After the observation for 4 weeks was finished, it examined the relationship with the block play activity, by measuring children map understanding ability.
The research results according to this are as follows.
First, it was indicated to have no relationship between children block play activity and map reading ability. However, as a result of examining after excluding a reduced scale, it was indicated that the higher the developmental stage of block play activity, the more the map reading ability increases.
Given examining the relationship with the sub-sphere, it was indicated to have no relationship with the perspective concept, but it was indicated to have relationship between the developmental stage of block play activity and the recognition perspective task. The orientation concept had relationship with the duration of block play activity, and the symbol concept had relationship with the developmental stage of block play activity. However, the scale concept was indicated to have no relationship.
Second, it was indicated that the children block play activity and map representation ability have relationship with the developmental stage and the duration of block play activity.
Given examining the relationship with the sub-sphere, it was indicated that the three-dimensional map representation ability had relationship with the developmental stage of block play activity and that the drawing map representation ability had relationship with the developmental stage and the duration of block play activity. Also, it was indicated that the more the three-dimensional map representation ability develops, the more the drawing map representation ability also grows.
In terms of the conclusion of this study, children block play activity had relationship with the map reading ability and also had relationship with the map representation ability. However, kindergarteners' seem to be unable to understand the inferential perspective task and the scale concept, which are required for understanding the map. Among the norms for the block play activity, the developmental stage and the duration had relationship with children map understanding ability.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구문제 = 6
• 3. 용어정의 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 유아의 지리개념 = 8
• 2. 공간개념과 지도 = 11
• 3. 유아의 지도이해능력 = 16
• 1) 지도읽기능력 = 17
• 2) 지도표상능력 = 24
• 4. 쌓기 놀이와 지도 구성 = 26
• 1) 쌓기 놀이와 공간개념 = 26
• 2) 쌓기 놀이와 지도이해능력 = 32
• Ⅲ. 연구방법 = 36
• 1. 연구대상 = 36
• 2. 연구도구 = 36
• 3. 연구절차 = 48
• 4. 자료분석 = 49
• Ⅳ. 연구결과 = 50
• 1. 유아의 쌓기놀이 활동과 지도읽기능력의 관계 = 53
• 2. 유아의 쌓기놀이 활동과 지도표상능력의 관계 = 58
• Ⅴ. 논의 및 결론 = 61
• 1. 논의 = 61
• 2. 결론 = 67
• 3. 제언 = 69
• 참고문헌 = 70
• 부록 = 78
• ABSTRACT = 88