전래동화를 활용한 교육적 개입이 유아의 창의성과 친사회적 행동에 미치는 효과 = Effect of Educational Intervention Utilizing Transmitted Fairy Tales on Early Children's Creativity and Pro-social Behaviors

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect on early children's creativity (fluency, adaptability, originality, imagination) and pro-social behaviors (helping, sharing) through various educational intervention utilizing Korean transmitted fairy tales. For the purpose of this study, the subjects of research were established as follows:
1. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's creativity?
1-1. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's fluency?
1-2. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's adaptability?
1-3. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's originality?
1-4. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's imagination?
2. What's the effect of educational intervention utilizing Korean transmitted fairy tales on the development of early children's pro-social behaviors ?
2-1. What's the effect of educational intervention utilizing Korean transmitted fairy tales on helping behaviors ?
2-2. What's the effect of educational intervention utilizing Korean transmitted fairy tales on sharing behaviors ?
This study was on the subject of early children of class one in S preschool in Y town and children of class one in U preschool that had similar surroundings in the neighborhood. The subjects were 5-year-old children and 20 ones out of each preschool were selected and divided into experimental and control groups.
For the examination of children's creativity, K-CCTYC by Jeon Gyeong-won (2000) was used for pre-test and post-test, and for the examination of children's pro-social behaviors, the same that had been used by Choe Yun-jeong(1998) was also used for pre- and post-test of helping and sharing behaviors on the basis of the objects utilized in the prior research. The examination circumstances of each child's helping and sharing behaviors out of pre-test and post-test were recorded on video tape.
The procedure of the study was advanced in the order of preliminary examination, pre-test, experiment of 5 weeks and post-test.
Korean transmitted fairy tales were read and various educational intervention was adapted to the children of experimental group 6 times a week for 5 weeks, and lesson was given to the children of control group according to the curriculum of children education period but educational intervention utilizing transmitted fairy tales was not adapted. After various educational intervention utilizing transmitted fairy tales, creativity examination and pro-social examination were executed by each group and collected materials were analyzed through SPSS12.0K/PC+Program and the application effect of educational intervention of Korean transmitted fairy tales was researched through statistic method of MANCOVA·Pearson correlation coefficient.
The results of this study were as follows;
First, it appeared that educational intervention utilizing Korean transmitted fairy tales was effective on the improvement of children's creativity. And lesson was advanced according to the curriculum by children of experimental group that experienced various activities utilizing Korean transmitted fairy tales and it appeared that they had higher score in the areas of fluency, adaptability, originality and imagination that were sub-factor of creativity than children of control group that were not given educational intervention utilizing transmitted fairy tales.
Second, as for educational intervention utilizing Korean transmitted fairy tales that had pro-social theme there was a significant difference in helping behavior out of p개-social of the children behaviors. That is, it appeared that lesson was advanced according to the curriculum by children of experimental group that were given educational intervention utilizing Korean transmitted fairy tales that had pro-social theme and there was a significant difference in helping behavior in comparison with the children of control group that were not given educational intervention utilizing Korean transmitted fairy tales that had pro-social theme.
As above, the results of this study suggest that educational intervention utilizing Korean transmitted fairy tales had significant effect on the improvement of children's creativity and helping behavior out of pro-social behaviors.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1 연구문제의 진술 = 1
• 1.2 연구의 중요성 = 7
• 1.3 용어 정의 = 9
• 1.4 연구의 가정 = 10
• 1.5 연구의 제한점 = 11
• 2. 이론적 배경 = 12
• 2.1 전래동화 = 12
• 2.1.1 전래동화의 정의 = 12
• 2.1.2 전래동화의 특성 = 13
• 2.1.3 전래동화의 교육적 가치 = 17
• 2.2 창의성 = 18
• 2.2.1 창의성의 개념과 관점 = 18
• 2.2.2 창의성을 기르는 사고의 기능과 성향 = 22
• 2.2.3 창의적인 사고를 촉진하는 발문법 = 26
• 2.3 친사회적 행동 = 27
• 2.3.1 친사회적 행동의 개념 = 27
• 2.3.2 친사회적 행동의 발달 = 29
• 2.4 선행연구 고찰 = 32
• 3. 연구 방법 = 36
• 3.1 연구 대상 = 36
• 3.2 연구 도구 = 36
• 3.2.1 전래동화 = 36
• 3.2.2 창의성 검사 = 37
• 3.2.3 친사회적 행동 검사 = 39
• 3.3 연구 절차 = 40
• 3.3.1 예비 검사 = 40
• 3.3.2 사전 검사 = 41
• 3.3.3 실험처치(본 검사) = 43
• 3.3.4 사후 검사 = 46
• 3.4 자료 분석 = 47
• 4. 연구 결과 = 48
• 4.1 전래동화를 활용한 교육적 개입이 유아의 창의성에 미치는
• 효과 = 48
• 4.2 전래동화를 활용한 교육적 개입이 유아의 친사회적 행동에
• 미치는 효과 = 51
• 5. 논의 = 54
• 6. 결론 및 제언 = 58
• 참고문헌 = 61
• 부록 = 71