쌓기놀이 활동에서 교사의 개입여부가 유아의 연령에 따라 공간능력 향상에 미치는 효과 = The Effects of Teacher`s Intervention in Block Play on Improving Spatial according to Children`s Age

다국어 초록 (Multilingual Abstract)

(Abstract)
Block play activity is one of interest areas constructing physical environment of early childhood education institute and a concrete and practical activity, which children are experiencing in daily life. Block play activity is used with very important educational activity in early childhood education according to the period goes quickly. However, there are not enough presented studies of concrete ways about children's efficient spatial ability education whether block play activity is efficient to improve children's spatial ability or not.
So, this study researched by comparing that there are any changes in spatial ability after block paly activity ,which teacher carried out, with various solid figures according to various themes. Through block play activity, the study presented basic data of effective instruction for improving children's spatial ability according to their age.

The questions for the purpose of this study are as follows;

1. Are there any effects of teacher's intervention on children's spatial ability(eye-motor coordination, form-background distinction, spatial inference, visual memory and reminiscence, knowing location in spatial-perceptual ability) in block play activity ?

2. Are there any effects of teacher's intervention on aged 3·4·5 children's spatial ability(eye-motor coordination, form-background distinction, spatial inference, visual memory, reminiscence, knowing location in spatial-perceptual ability) in block play activity ?

The study was processed from 2nd July to 28th August 2006. The subjects were aged 3 children 28 , aged 4 children 28, aged 5 children 28 in S child care center of Daegu. In total, they were 84 children and each group was divided randomly.

In the study, children's spatial ability test tool, which was started by Hong Hye-kyung(2001a) for before-after testing about children's spatial ability, was used. The data was analyzed with MANOCOVA for analysis of the effects of teacher's intervention in block play on improving children's spatial ability in block play activity and the data was analyzed with MANOVA for the effects of block play activity on improving children's spatial ability according to children's age.

The major results of this study were as follows;

First, in block play activity, the spatial ability total score of the experimental group, which teacher was intervened, was more statistically significant than the spatial ability total score of the controlled group, which teacher was not intervened.
Second, aged 3 children's spatial ability score that teacher was intervened in block play activity, was significant, and there are much change in spatial inference. Aged 4 children's spatial ability score that teacher was intervened in block play activity was significant in all scores of spatial ability, especially, there are much change in visual memory and reminiscence.
Considering the results, the teacher's intervention effects on aged 3 children's spatial ability, especially, spatial inference ability , aged 4 children's spatial ability and aged 5 children's spatial ability, especially, visual memory and reminiscence. From the results, there is an implication that we should provide proper educational environment on developmental stages according to children's age for the class of early childhood education institute.

목차 (Table of Contents)

• 목 차
• (Abstract)
• Ⅰ. 서론 ····················································· ············1
• 1. 연구의 필요성과 목적 ···············································1
• 2. 연구문제 ·····································································3
• 3. 용어의 정의 ································································4
• 4. 연구의 제한점 ····························································4
• Ⅱ. 이론적 배경 ·································································6
• 1. 쌓기놀이 활동······························································6
• 1) 쌓기놀이 활동과 유아발달 ······································6
• 2) 쌓기놀이 활동의 발달단계 ······································8
• 3) 쌓기놀이 활동과 유아수학학습 ······························9
• 4) 쌓기놀이 활동에서 교사의 역할·····························11
• 2. 공간능력 ·····································································12
• 1) 공간개념 ···································································12
• 2) 공간능력의 개념 ······················································17
• 3) 공간능력의 구성요소 ··············································19
• 3. 쌓기놀이 활동과 공간능력 ······································22
• Ⅲ. 연구 방법 ····································································24
• 1. 연구대상 ····································································24
• 2. 측정도구 ····································································24
• 3. 절차 ············································································27
• 1) 예비연구 ···································································27
• 2) 사전검사 ···································································28
• 3) 실험처치 ···································································28
• 4) 사후검사 ···································································31
• 4. 자료분석 ·····································································31
• Ⅳ. 결과 ·············································································33
• 1. 집단별 공간능력 검사의 평균 및 표준편차 ··········33
• 2. 쌓기놀이 활동에서 교사의 개입여부가 유아의 공간능력에 미치는 효과·········································34
• 3. 쌓기놀이 활동에서 교사의 개입여부가 3·4·5세 유아의 공간능력에 미치는 영향·····························36
• Ⅴ. 논의 ················································································39
• Ⅵ. 결론 및 제언 ·································································43
• 참고문헌 ···············································································45
• 부 록 ······················································································62
• 1) 쌓기놀이 활동과정························································63
• 2) 공간능력 검사도구 ······················································70