역할놀이를 통한 장애유아의 의사소통능력 향상 = Advancement of children with disabilities Communication through Role Play

다국어 초록 (Multilingual Abstract)

Children get chances to experience the surroundings playing with group of children, and they get to understand and judge the surroundings much better. Moreover, children start expressing their emotions appropriately, and learn to understand the feelings of other children through playing. Therefore, children learn interaction skills and communication skills with other children through playing.
Such retardations, they not only cannot participate in playing, but also cannot interact socially due to difficulties in communication with other children. Thus, for successful social integration of disabled children, advancement of communication skills is very fundamental. That is because linguistic skills are essential for competent usage of language and social interaction for perfect social integration of disabled children.
Through role-playing for disabled children, understanding the process of communication advancement will be helpful to advance teaching method and linguistic/non-linguistic communication skill used at the field for disabled children. In other words, it is expected this study can give essential information when proposing effective teaching direction for communication teaching for disabled children, and designing appropriate teaching/learning method.
Therefore, this study focuses on searching for approaching method in quality for linguistic/non-linguistic communication advancement needed for ordinary life and social interaction through disabled children's role-playing.
The goal of this study is to find out about disabled children's communication advancement through role-playing. These are the detailed studying issues:
1. Does role-playing advance disabled children's linguistic communication skills?
2. Does role-playing advance disabled children's non-linguistic communication skills?
Although this study is a study based on quality, the effect of program intervention was estimated by executing contrast test the beginning and the ending of program to inspect the effect of disabled children's communication ability advancement through role-playing programs.
When executing role-playing program, children should play in the special class's role-playing sphere with equal-aged children, and interaction with teachers and other children in ordinary class free activity time should be observed for evaluation of the program.
This study observed how role-playing affects disabled children's communication ability. These are the results:
First, it is proved that role-playing affect advancement of disabled children's linguistic communication skill. The disabled children could assist deficient linguistic skills through role-playing with children of the age when linguistic skills such as naming other objects, answering, and greeting are retarded.
Secondly, it is proved that role-playing affect advancement of disabled children's non-linguistic communication skill. Although disabled children have retardation compared to other children with making eye contact, turn talking, imitating, and physical expression, deficient non-linguistic skill can be assisted through role-playing.
Thirdly, despite the fact that every disabled children' change is different, they had difficulty interacting with children of the age due to retardation in linguistic and non-linguistic communication ability. However, disabled children could advance their communication skill through role-playing as they achieved chances to express themselves linguistically and non-linguistically.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어의 정의 = 5
• 4. 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 놀이와 역할놀이 = 7
• 2. 장애유아의 의사소통능력과 역할놀이 = 13
• Ⅲ. 연구 방법 = 23
• 1. 연구 대상 = 23
• 2. 연구 설계 = 26
• 3. 검사 도구 = 26
• 4. 실험 내용 = 29
• 5. 연구 절차 = 33
• 6. 자료 수집 = 34
• 7. 자료 처리 = 36
• Ⅲ. 결과 = 37
• 1. 역할놀이가 장애유아의 언어성 의사소통능력에 미치는 효과 = 37
• 2. 역할놀이가 장애유아의 비언어성 의사소통능력에 미치는 효과 = 39
• Ⅴ. 논의 = 51
• 1. 역할놀이가 장애유아의 언어성 의사소통능력에 미치는 효과 = 51
• 2. 역할놀이가 장애유아의 비언어성 의사소통능력에 미치는 효과 = 52
• Ⅵ. 요약 및 결론 = 54
• 1. 요약 = 54
• 2. 결론 = 55
• 참고문헌 = 57
• Abstract = 64
• 부록 1 조기 의사소통 평가: ECA = 67