체험 중심 경제교육 프로그램이 유아의 경제개념과 구매행동에 미치는 영향 = (The) Effects of the Experience-Based Economics Education Program on Young Children’s Economic Concept and Purchase Behavior

다국어 초록 (Multilingual Abstract)

The present study purposed to develop an economics learning strategy program and examine its effects on children’s economic concept and purchase behavior and, by doing so, to provide materials on how to execute economics education for children.
For this purpose, we formulated research questions as follows.
1. What effects does the economics learning strategy program have on children’s economic concept?
2. What effects does the economics learning strategy program have on children’s purchase behavior?
The subjects of this study were 60 five-year-old children at two classes of S Kindergarten in Euijeongbu-si, Gyeonggi-do. Of the two classes, one was assigned to an experimental group (30 children) and the other to a control group (30 children). The experimental group and control group were homogenous in terms of the children’s age, the teachers’ condition, and the social and economical background of the children’s families. Moreover, in a preliminary homogeneity test, the two groups were found to be homogenous in economic concept. Thus the preliminary homogeneity of the two groups was confirmed. For the children in the experimental group, we executed ‘an economics learning strategy program’ composed of 18 sessions in five weeks, which provides children with correct information on economic concept, chances to review economy-related knowledge that they learned in their everyday life, and activities for expressing economic ideas in language and imagination. The children in the control group had only activities of listening to economic stories. Economic concept was tested using a tool developed by Laney (1995), which was translated into Korean, and purchase behavior was tested using a tool developed by Jang Su-jeong (2004). For the pretest and the posttest of children’s economic concept and purchase behavior, the researcher and an assistant researcher had 1:1 interviews with children at a quite separated space. In the analysis of collected data, t-test was conducted in order to determine if there are differences in the average core of economic concept between the two groups concerning the first research question, and frequencies and percentages were obtained to compare the sub-factors of purchase behavior of the two groups.
The results of this study are summarized as follows.
First, according to the result of examining the effects of the economics learning strategy program on children’s economic concept, a significant difference was observed between the experimental group and the control group according to whether or not they experienced the economics learning strategy program. According to the principles of economics education for children based on experiences as proposed in previous researches (Edward, 1986; Laney, 1993; Kourilsky, 1983; Schug, 1981; Kim Hye-yeong, 2002 requotation), the economics learning strategy program, which provided practical direct experiences by integrating picture drawing, role play, actual purchase activity play and field trips, was found to affect the improvement of children’s economic concept. In addition, the program was found to be effective on the development of the sub-factors of economic concept such as scarcity, opportunity cost, resources and production, goods and services, and supplementation and substitution.
Second, according to the result of examining the effects of the economics learning strategy program on children’s purchase behavior, all children showed purchase behavior and, after the application of the program, they showed a decrease in the trend of impulse buying and most children used stores ‘only when they have something to have to buy.’ The frequency of ‘yes’ to questions on price check, the recognition of terms related to inferior goods and the counting of change was high even before the application of the program and it went up higher after the application of the program. Recognition of terms related to shelf life and receipts appeared to be high, and the frequency of checking shelf life and receipts increased by over 80% in the posttest compared to the pretest. As for how to dispose purchased goods, most of children in both groups replied ‘use after the mother’s permission’ and ‘use immediately,’ and as for how to dispose inferior goods, many of children of both groups replied ‘bring the inferior goods to the store and change it with a new one’ in the pretest and the posttest.

국문 초록 (Abstract)

목차
I. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구문제 = 5
II. 이론적 배경 = 6
1. 유아 경제개념 = 6
2. 유아 구매행동 = 14
1) 유아 소비행동 특성 = 14
2) 구매 교육활동의 학습요소 = 17
3. 유아 경제교육 = 20
1) 유아 경제교육 정의 및 목표 = 20
2) 유아 경제교육 내용 = 22
3) 유아 경제교육 방법 = 25
4) 체험 중심 경제교육 프로그램 = 26
III. 연구방법 = 32
1. 연구대상 = 32
2. 체험 중심 경제교육 프로그램 = 33
3. 연구도구 = 49
4. 연구절차 = 51
5. 자료처리 = 52
IV. 연구결과 = 53
1. 체험 중심 경제교육 프로그램이 유아의 경제개념에 미치는 영향 = 53
2. 체험 중심 경제교육 프로그램이 유아의 구매행동에 미치는 영향 = 57
V 결론 및 논의 = 65
1. 결론 = 65
2. 제언 = 69
참고문헌 = 71
부록 = 78
ABSTRACT = 117

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• II. 이론적 배경 = 6
• 1. 유아 경제개념 = 6
• 2. 유아 구매행동 = 14
• 1) 유아 소비행동 특성 = 14
• 2) 구매 교육활동의 학습요소 = 17
• 3. 유아 경제교육 = 20
• 1) 유아 경제교육 정의 및 목표 = 20
• 2) 유아 경제교육 내용 = 22
• 3) 유아 경제교육 방법 = 25
• 4) 체험 중심 경제교육 프로그램 = 26
• III. 연구방법 = 32
• 1. 연구대상 = 32
• 2. 체험 중심 경제교육 프로그램 = 33
• 3. 연구도구 = 49
• 4. 연구절차 = 51
• 5. 자료처리 = 52
• IV. 연구결과 = 53
• 1. 체험 중심 경제교육 프로그램이 유아의 경제개념에 미치는 영향 = 53
• 2. 체험 중심 경제교육 프로그램이 유아의 구매행동에 미치는 영향 = 57
• V 결론 및 논의 = 65
• 1. 결론 = 65
• 2. 제언 = 69
• 참고문헌 = 71
• 부록 = 78
• ABSTRACT = 117