통합유치원에서 장애유아의 또래관계와 우정형성에 관한 질적 연구 = The qualitative study about peer relations and friendship formations of children with disabilities in inclusive kindergarten.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to understand the peer relations and friendship formations of children with disabilities in inclusive kindergarten. The research questions are as follows:
1. What are the characteristics of peer interaction of children in inclusive kindergarten?
1-1. What are the characteristics of interaction of children with disabilities toward children without disabilities in inclusive kindergarten?
1-2. What are the characteristics of interaction of children without disabilities toward children with disabilities in inclusive kindergarten?
2. How are the changes of peer relation and the formation of friendship through continuous interactions?
For this study, the qualitative study has performed through participation observation. While observing, I described the patterns of interaction that focused on the children's behaviors. Also I interviewed with teacher and children. Then I tried to find the effects and the changes of peer relation and friendship. The results of the study are as follow.;
1. The characteristics of peer interactions of children with disabilities toward children without disabilities are watching actions of peers, striking approached peers or taking a toy away from peers, approaching peers and participating peer's activity, suggesting game to peer with sharing a toy, smiling or physical touch properly, imitating peer's actions.
And the characteristics of peer interactions of children without disabilities toward children with disabilities are calling off names, sharing playthings, suggesting activities to peer with disabilities or showing play earlier, helping peer with disabilities, advoing or excluding play, disregarding inadequate actions of children with disabilities or regarding as baby.
Showing this pattern, children have attempted and maintained peer interactions each other.
2. Through continuous peer interactions, children with disabilities have achieved advance of physical ability, utilizing utterance for peer interaction, imitating peer's play. And typical children have showed interest of child with disabilities and considering peer with disabilities. Through this experiences of interaction peers, children have expressed mutual interest, imitating each other, concerning mutually. So, We can infer that children may have possibility of friendship formations from above results.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 유아의 또래관계 = 6
• 2. 우정의 중요성 = 10
• 3. 장애유아의 또래관계와 우정 = 12
• Ⅲ. 연구방법 = 16
• 1. 연구환경 = 16
• 1) G초등학교 병설 유치원 환경 = 16
• 2) 학급 및 교사 = 18
• 3) 학급 일과 = 19
• 4) 교실 = 21
• 2. 연구대상 = 23
• 1) 장애유아 = 23
• 2) 비장애유아 = 26
• 3. 연구자의 역할 = 28
• 1) 라포 형성 = 28
• 2) 연구자의 역할 변화 = 32
• 4. 연구절차 = 35
• 1) 예비 조사 = 35
• 2) 자료 수집 = 38
• 3) 자료처리 및 분석 = 47
• Ⅳ. 통합유치원에서 나타나는 장애유아와 비장애유아의 상호작용 특성과 변화에 대한 해석 = 50
• 1. 통합유치원에서 장애유아와 비장애유아의 상호작용 특성 = 51
• 1) 장애유아의 또래 상호작용과 관련된 행동 특성과 그 의미 = 53
• 2) 비장애유아의 또래 상호작용과 관련된 행동 특성과 그 의미 = 68
• 2. 장애유아와 비장애유아의 지속적인 상호작용을 통해 변화되는 또래관계와 우정 형성 과정 = 91
• 1) 장애유아의 변화 = 93
• 2) 또래들의 관심 표현 및 보살핌 증대 = 99
• 3) 장애유아의 또래관계 = 102
• 4) 장애유아의 우정 형성 = 107
• Ⅴ. 논의 = 118
• 1. 논의 = 118
• Ⅵ. 요약 및 결론 = 127
• 1. 요약 = 127
• 2. 결론 = 130
• 참고문헌 = 133
• ABSTRACT = 141