도덕적 갈등에 관한 토의활동이 유아의 친사회적 행동에 미치는 영향 = The Effects of Preschoolers' discussion activities to Moral conflict resolution on the Development of prosocial behavior

다국어 초록 (Multilingual Abstract)

We, human being consider developing prosocial abilities the most important thing above all in order to establish and remain integrated interpersonal relations since man is a social being.
There are various methods of developing prosocial abilities, yet this research looks if preschoolers' discussion activities could improve the attitude of empathy, raise the quality of prosocial inference and ultimately enhance the disposition of prosocial behavior.
Therefore, the purpose of this study is to identify that preschoolers' discussion activities to moral conflict resolution could improve their prosocial behavior(i.e., the abilities to control their personal emotion, the abilities to establish their personal relations with others and the abilities to adopt himself/herself to the preschool) and how they are affected by their respective linguistic abilities.
The research questions that were set for the purpose of this study are as follows;
1. Do preschoolers' discussion activities to moral conflict resolution enhance the disposition of their prosocial behavior(i.e., the abilities to control their personal emotion, the abilities establish their personal relations with others and the abilities to adopt himself/herself to the preschool)?
2. Does the influence on the prosocial behavior exerted by preschoolers' discussion activities to moral conflict resolution make differences according to their respective linguistic abilities?
The subjects of the research were 40 preschool children of full five year old who were randomly selected from D preschool located in Chonju city. Half of the children, the pilot group participated in an interactive discussion activity to moral conflict resolution with their teacher, and the other half, the control group in a life topics-oriented linguistic activity.
As for the index used in this study to measure the development of preschoolers' prosocial behavior, I, the researcher re-used the measure that was adapted, extracted and revised by Lee Won-Young, Park Chan-Ok and No Young-Hee(1993) from the 'Skill Situation Measures' which was made by McGinnis, E. & Goldstein, A. P.(l990) to measure prosocial techniques of infants.
For the test of preschoolers' speech expression abilities, I used the instrument of test applied to the study of Jang Yeong-Ae(1981) that utilize painting materials to identify their speech expression abilities, concordance and relativity of speech contents.
The procedure of the study was progressed in small group discussion by total 10 times, it took about 20 minutes to perform every single treatment.
The collected data were analyzed using a t-Test and a two-way factorial ANOVA in order to verify the research questions of this study.
The results of this study are summarized as follows;
First, preschoolers' discussion activities to moral conflict resolution enhanced significantly the disposition of their prosocial behavior(i.e., the abilities to control their personal emotion, the abilities to establish their personal relations with others and the abilities to adopt himself/herself to the preschool)?
Second, there were no significant differences between the pilot and the control group in the effects on the prosocial behavior exerted by preschoolers' discussion activities to moral conflict resolution according to their respective linguistic abilities?

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 갈등의 개념과 유형 = 6
• 가. 갈등의 개념 = 6
• 나.갈등상황에 대한 토의 방법 = 7
• 2. 도덕적 갈등상황 해결을 위한 토의활동 과정 = 10
• 가. 갈등상황에 대한 토의 = 10
• 나. 갈등상황에 대한 토의방법 = 12
• 3. 친사회적 행동 = 14
• 가. 친사회적 행동의 개념 = 14
• 나. 친사회적 행동의 발달 = 18
• 4. 언어발달 = 23
• 가. 유아 언어교육의 중요성 = 23
• 나. 통합적 유아 언어교육 = 27
• 다. 유아의 언어능력 = 28
• 5. 선행연구 고찰 = 36
• Ⅲ. 가설 = 38
• Ⅳ. 연구 방법 = 39
• 1. 연구 대상 = 39
• 2. 연구 도구 = 39
• 가. 친사회적 행동 측정도구 및 채점 방법 = 39
• 나. 언어 능력 검사도구 및 채점 방법 = 41
• 3. 연구 절차 = 42
• 가. 예비 검사 = 42
• 나. 사전 검사 = 42
• 다. 실험 처치 = 42
• 라. 사후 검사 = 49
• 4. 자료 처리 = 49
• Ⅴ. 연구 결과 및 논의 = 50
• 1. 결과 = 50
• 가. 친사회적 행동 = 50
• 나. 언어능력에 따른 유아의 친사회적 행동 = 53
• 2. 논의 및 결론 = 58
• Ⅵ. 요약 및 제언 = 60
• 1. 요약 = 60
• 2. 제언 = 62
• 참고문헌 = 63
• 부록 = 71
• 부록 1 친사회적 행동 검사 도구 = 72
• 부록 2 친사회적 행동 검사도구 채점 기준표 = 75
• 부록 3 언어 능력 검사 도구 = 78
• 부록 4 언어능력 평가 기준 = 80
• 부록 5 갈등상황 그림자료 = 84
• 부록 6 갈등상활 해결을 위한 토의 활동 계획안 = 89