유아의 사회적 의사소통 기술 향상 프로그램의 효과

다국어 초록 (Multilingual Abstract)

This study is to develop social communication skills program of preschool children and to prove its effects. "Social communication skills developmental program" for preschool children was designed and executed for this study. The effects were examined in terms of eight-social communication skills.
The social communication skills developmental program consists of not only practicing social role-plays through the storybooks of the researcher`s own writing, but also leading preschool children to do discussion and social communication by using other picture books. There are four steps in this program. The four steps are these; presenting and teaching social communication skills by means of showing them storybooks, practicing social communication skills through social role-plays, giving feedback and reinforcement by evaluating role-plays, and doing application and generalization of learned social communication skills.
The subjects were forty-four five-years-old children of two kindergartens in WonJu. They are each twenty-two boys and girls. The program was practiced twice a week for six weeks.
Data was collected and analyzed through pre and post test, and follow-up test was practiced four weeks later. The analyzing tool is based on the previous studies. Data was processed by t-test, paired t-test and MANOVA.
The findings of this study are as follows.
First, turn taking was improved through the social communication developmental program. The frequency average of turn taking was increased. Compared with the control group, experimental group shows statistically significant result, each in pre and post test(t=9.263, P<.01), and in pre and follow-up test (t=4.922, P<.01). Among the experimental group, the result was also statistically significant in pre and post test (t=8.685, P<.01), and in pre and follow-up test (t=4.922, P<.01).
Secondly, speaking to peers expecting others` response was improved through the program. The frequency average of speaking to peers expecting others` response was increased in experimental group compared with control group in post and follow-up test. The result of post test showed statistical significant difference (t=2.154, p<.05) between groups. Among the experimental group, the result was also statistically significant in pre and post test (t=-3.788, P<.01), and in pre and follow-up test (t=-4.071, P<.01).
Thirdly, expressing thoughts to peers as response was developed through the program. The frequency average of expressing thoughts to peers as response in experimental group was increased compared with control group in pre and follow-up test. The result of follow-up test was statistically significant (t=2.411, p<.05) in comparison with pre test. Among the experimental group, the result was also statistically significant in pre and post test (t=-3.889, p<.01), and in pre and follow-up test (t=-3.994, p<.01).
Fourthly, speaking to peers without expecting others` response was decreased through the program. The frequency average of speaking to peers without expecting their responses was decreased in experimental group compared with control group in post and follow-up test. The result of post test showed statistical significant difference (t=-3.810, p<.05) between groups. Among the experimental group, the result was also statistically significant in pre and post test (t=2.688, P<.01).
Fifthly, simple response to peers was not affected through the examination. Simple response to peers showed no statistically significant difference between groups in terms of the frequency average. Among the experimental group, the result was no statistical significant difference in pre and post test, and in pre and follow-up test.
Sixthly, nonverbal behavior promoting communication was developed through the program. The frequency average of nonverbal behavior promoting communication in experimental group was increased compared with control group. The result of post test was statistically significant (t=5.436, p<.01) in comparison with pre test. Among the experimental group, the result was also statistically significant in pre and post test (t=-9.611, p<.01), and in pre and follow-up test (t=-2.604, p<.05).
Seventhly, using positive or negative verbal expression to peers shows change through the social communication developmental program. Compared with control group, the frequency of using positive verbal expression in experimental group was increased in post test (29 times vs 1 time) and in follow-up test (20 times vs 3 times). On the other hand, the frequency of using negative verbal expression in experimental group was decreased in post test (vanish vs 8 times) and in follow-up test (1 time vs 7 times) in comparison with control group.
The experimental group that participated in the social communication skill developmental program showed statistical significance in 5 social communication skills except the skill of simple response to peers. Among them, 4 skills turn out to be effective constantly. In experimental group, the frequency of using positive verbal expressions was increased compared with control group, whereas the frequency of using negative verbal expressions was decreased. As a result, this program proves to be effective.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 용어 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 사회적 유능감과 사회적 의사소통 능력 = 6
• 2. 사회적 의사소통 능력의 효과 = 9
• 3. 사회적 의사소통 능력의 발달 = 11
• 4. 사회적 의사소통 능력 촉진 기술 = 17
• 5. 연구가설 = 32
• Ⅲ. 연구방법 = 35
• 1. 연구대상 = 35
• 2. 실험도구 : 유아의 사회적 의사소통 기술 향상 프로그램 = 36
• 3. 연구절차 = 54
• 4. 자료 분석 방법 = 58
• Ⅳ. 연구결과 = 62
• 1. 연구가설Ⅰ에 대한 검증 = 62
• 2. 연구가설Ⅱ에 대한 검증 = 85
• Ⅴ. 논의 = 88
• Ⅵ. 요약 및 결론 = 94
• 1. 요약 = 94
• 2. 결론 = 96
• 3. 제언 = 98
• 참고문헌 = 100
• Abstract = 113
• 부록 = 117

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