비디오 재방문(Video Revisiting) 경험이 유아의 마음 이론 발달과 사회적 의사소통 전략에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine what effects video revisiting in small group game had on the development of young children's a theory of mind and a Social commmunication strategies. The aims were as follows.

1. Are there any effects of video revisiting on the children's theory of mind ?
2. Are there any effects of video revisiting on the children's requestive strategies?
3. Are there any effects of video revisiting on the children's responsible strategies?
The subjects in this study are 40 five-year-olds, 20 in the education group and 20 in the comparative group children attended at one kindergartens in Seoul, Korea. To assess children's Theory of mind, pre- and post-test are conducted by the Theory of Mind which consists of 4 sub-categories including the false belief Task, Smarties task, Maxi task and Faux Pas Task. And To assess children's Social communication strategies, pre- and post-test are conducted by requestive and responssive strategies. Children's requestive and responsive strategies in peer interaction were observed during small group game activity hour. Each child was observed for five minutes at three separate times, a total of 15 minutes randomly selected. Categories from the studies of Levin and Rubin(1982) and Williams and Schaller(1993) that were translated and modified by Bea(2006) were used to measure children's requestive strategies. Categories from the study of Kuczynski et al.(1987), Kuczynski and Kochanska(1990) and Kang(1999) that were translated and modified by Bea(2006) were used to measure children's responsive strategies. Between the pre-, and post-test, children are participate in small group game(30 min.) based on video revisiting of education group vs. verbal revisiting of comparative group. It performed the t-test for the collected data to understand the effect of video revisiting on children's theory of mind and performed the ANCOVA for the collected data to understand the effect of video revisiting on children's social communication strategies(requestive and responsible strategies). The findings of the study were as followings:　
First, the video revisiting had more positive effects than the verbal revisiting on children's theory of mind.
Second, the video revisiting had more positive effects than the verbal revisiting on children's social communication strategies(requestive and responsible strategies).
Thus, The use of video revisiting to small group game could facilitate the development of theory of mind and social communication strategies among preschoolers, and early childeducation should apply this type of teachilg and learning widly. And this study might reveal the social cognitive functions of video revisiting to develop children's social cognitive ability as a learning tools and social perspective taking ability as the effective teaching and learning strategies in early childhood education.

국문 초록 (Abstract)

본 연구의 목적은 비디오 재방문 경험이 유아의 마음이론과 사회적 의사소통 전략의 발달에 미치는 효과를 알아보는 것이다. 이러한 연구목적에 따라 다음과 같은 연구문제를 설정하였다.

1. 비디오 재방문 경험이 유아의 마음이론 발달에 어떠한 효과를 미치는가?

2. 비디오 재방문 경험이 유아의 사회적 의사소통 전략 중 요구전략에 어떠한 효과를 미치는가?

3. 비디오 재방문 경험이 유아의 사회적 의사소통 전략 중 반응전략에 어떠한 효과를 미치는가?

본 연구의 대상은 서울 지역에 위치한 ‘B'유치원과 ’S'유치원의 만 5세 유아 총 40명이다. 본 연구에서 비디오 재방문 경험의 효과를 알아보기 위하여 재방문 경험은 집단에 따라 비디오 재방문 경험집단과 언어적 재방문 경험집단으로 나누어 실시하였다. 모든 유아는 별도의 공간에서 연구자가 제시한 소집단 게임을 30분 동안 총 3회 실시하였으며, 각 회가 끝나고 난 후 1일 이내에 재방문을 실시하였다. 비디오 재방문 집단 유아는 1일 이내에 소집단 게임에서의 비디오 촬영 장면을 같이 보면서 교사와 함께 재방문 하였고, 언어적 재방문 집단 유아는 교사와 함께 언어적으로만 재방문을 하였다. 이때, 교사는 유아에게 바람, 정서, 의도에 대한 세 가지 질문을 하면서 토론을 진행하였으며 총 재방문 시간은 10분 이내로 하였다. 비디오 재방문 경험의 효과를 알아보기 위하여 사전과 사후 검사로 일차 틀린 믿음과제 총 3점, 이차 틀린 믿음과제 총 3점, 내용 교체 과제 총 3점, 실수 찾아내기 과제 총 3점으로 점수화 하여 사전-사후간 공변량 분석을 실시하였다. 또한 유아의 사회적 의사소통 전략의 변화를 알아보기 위하여 소집단 게임의 1회와 3회를 한 유아 당 20분씩 관찰한 후, 이를 분석하여 공변량 분석을 실시하였다.

본 연구의 결과는 다음과 같다.

첫째, 비디오 재방문 경험이 유아의 마음 이론 발달에 효과가 있는 것으로 나타났다. 비디오 재방문을 경험 집단의 유아들이 언어적 재방문 경험 집단의 유아들보다 마음이론 발달과제에서 더 높은 수행 결과가 나타났다.

둘째, 비디오 재방문 경험이 유아의 요구 전략의 변화에 효과가 있는 것으로 나타났다. 비디오 재방문 집단의 유아들이 언어적 재방문 집단의 유아들보다 직접적 요구전략, 협박적 요구전략, 물리적 요구전략의 감소에 긍정적인 효과를 미쳤고, 간접적 요구전략의 경우 그 사용 비율의 증가에 긍정적인 효과가 있음이 나타났다.

셋째, 비디오 재방문 경험이 유아의 반응 전략의 변화에 효과가 있는 것으로 나타났다. 비디오 재방문 집단의 유아들이 언어적 재방문 집단의 유아들보다 수용 반응 전략이 증가하고, 거부 반응 전략 중 단순 거부와 언어적 공격의 감소, 이유 및 대안 제시 전략의 증가하여 그 사용 비율의 변화에 긍정적인 효과가 있음이 나타났다.

이러한 결과는 비디오 재방문 경험이 유아의 마음 이론 발달에 효과가 있으며, 또한 유아의 사회적 의사소통 전략의 변화에도 긍정적인 효과가 있음을 알 수 있다.

목차 (Table of Contents)

• 국문요약 ························································· ⅵ
• Ⅰ. 서론 ························································· 1
• 1. 연구의 필요성 및 목적 ···················································· 1
• 2. 용어의 정의 ································································· 8
• 3. 연구 문제 ···································································· 9
• Ⅱ. 이론적 배경 ················································· 10
• 1. 비디오 재방문 ····························································· 10
• 1) 비디오 재방문의 의미와 특성 ········································· 10
• 2) 비디오 재방문 경험의 효과 ············································ 13
• 2. 마음 이론 ·································································· 19
• 1) 마음 이론의 정의 ························································ 19
• 2) 마음 이론의 발달 ························································ 21
• 3) 마음 이론 발달과 교수 학습 ··········································· 26
• 3. 사회적 의사소통 전략 ···················································· 29
• 1) 사회적 의사소통의 정의와 발달 ······································· 29
• 2) 사회적 의사소통 전략의 유형 ········································· 33
• Ⅲ. 연구방법 ····················································· 38
• 1. 연구대상 ···································································· 38
• 2. 연구도구 ···································································· 39
• 1) 마음 이론 발달 검사 도구 ·········································· 39
• 2) 사회적 의사소통 전략 범주 ········································· 43
• 3. 연구절차 ···································································· 45
• 1) 예비연구 ······························································ 45
• 2) 연구 보조자 훈련 ···················································· 46
• 3) 사전검사 ······························································ 46
• 4) 소집단 게임 후 비디오 재방문과 언어적 재방문 교육과정 ···· 47
• 5) 사후검사 ······························································ 50
• 4. 자료분석 ···································································· 51
• Ⅳ. 연구 결과 및 해석 ·········································· 52
• 1. 비디오 재방문 경험이 유아의 마음 이론 발달에 미치는 효과 ······ 52
• 2. 비디오 재방문 경험이 유아의 사회적 의사소통 전략에 미치는 효과 · 58
• (1) 비디오 재방문 경험이 유아의 요구 전략에 미치는 효과 ········· 58
• (2) 비디오 재방문 경험이 유아의 요구 전략에 미치는 효과 ········· 64
• Ⅴ. 논의 및 결론 ················································ 71
• 참고문헌 ························································· 76
• ABSTRACT
• 부록