블록 활동이 유아의 자아개념 및 공간 능력에 미치는 영향 = The Effect of the Block Activity on Young Children's Self-Concept and Space Ability

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of Block Activity to conflicted situation on young children's self-concept and spatial ability
The following research questions were examined:
First, how does Block Activity to conflicted situation affect young children's self-concept?
Second, how does Block Activity affect young children's spatial ability?
The subjects of this study were 40 young children who were at three different classes of W Kindergarten in Jeon-Ju, Jeon-buk. They were four years old in American age, and all the children in the three classes were randomly divided into an experimental group and a control group, which included 12 boy children and 8 girl children each.
The experimental group was engaged in Block Activity which is made by the researcher. The control group was not told to perform Block Activity, and they were made to play Block during their free time.
The experiment was conducted 15 times repetitively for fifteen weeks, three times a week.
The instrument which was used to evaluate the self-concept of the young children in pretest and post-test was modified Self-concept Test originally made by Lee Hyun Kyong(2004). Also Hong Hye Kyong(2001b)'s Spatial Ability Test on young children was modified and utilized to assess their Spatial ability.
When the pretest was conducted to see if the two groups were equivalent, they were considered equivalent since there appeared no significant intergroup gaps in self-concept and Spatial ability. To determine the effect of the Block Activity on their self-concept and Spatial Ability, the collected data were analyzed with SPSS program, and t-test was also used.
The brief findings of the experiment and as follows:
First, in self-concept, the experimental group made significant progress than the control group. In subcategories such as 'emotional self-concept' and 'social self-concept', 'physical self-concept', the score of the experimental group were extremely higher than those of the control group. The experimental group scored better than the control group in 'cognitive self-concept', but their gap was statistically insignificant.
Second, in spatial ability, the experimental group that participated in Block Activity also made more significant progress than the control group. In subcategories such as spatial inference, figure-and-ground perception, the visual memory and recall, spatial perception, location within the space perception better scores than the latter. The experimental group scored better than the control group in eye-motor coordination, but their gap was statistically insignificant.
In conclusion, the Block Activity is an effective tool for young children to develop their self-concept and spatial ability. The findings of the study showed that the Block Activity was a meaningful teaching method that improved children's self-concept and spatial ability, which was applicable to preschool education.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 4
• C. 용어의 정의 = 5
• 1. 블록 활동 = 5
• 2. 자아개념 = 5
• 3. 공간 능력 = 6
• D. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• A. 블록 활동 = 7
• 1. 블록 활동의 의의 = 7
• 2. 블록 구성의 발달 단계 = 8
• 3. 블록 활동에 대한 진행 방법 및 교사의 역할 = 10
• B. 자아개념 = 11
• 1. 자아개념의 정의 = 11
• 2. 자아개념 발달 및 요인 = 12
• 3. 블록 활동과 자아개념과의 관계 = 15
• C. 공간 능력 = 16
• 1. 공간에 관련된 용어 = 16
• 2. 공간 능력의 정의 = 17
• 3. 공간 능력의 하위 개념 = 18
• 4. 블록 활동과 공간 능력과의 관계 = 20
• Ⅲ. 가설 설정 = 21
• Ⅳ. 연구방법 = 23
• A. 연구대상 = 23
• B. 실험설계 = 24
• C. 연구도구 = 24
• 1. 블록 활동 = 24
• 2. 유아 자아개념 검사도구 = 27
• 3. 공간 능력 검사도구 = 29
• D. 연구절차 = 31
• 1. 예비조사 = 33
• 2. 교사 훈련 및 검사자 간의 평정일치도 = 33
• 3. 사전검사 = 33
• 4. 실험처치 = 34
• 5. 사후검사 = 36
• E. 자료분석 = 37
• Ⅴ. 결과 및 해석 = 38
• 1. 프로그램 실험집단과 통제집단의 사전 동질성 검증 = 38
• 2. 사후검사에 나타난 실험집단과 통제집단의 자아개념과 공간 능력의 차이 검증 = 40
• 3. 성별 자아개념과 공간 능력 사전검사와 사후검사의 평균, 표준편차 = 42
• Ⅵ. 논의 = 45
• Ⅶ. 결론 및 제언 = 49
• A. 결론 = 49
• B. 제언 = 50
• 참고 문헌 = 52
• 부록 = 55
• 표목차 = 23
• <표 Ⅳ -1> 연구 대상 아동들의 구성표 = 23
• <표 Ⅳ -2> 실험의 설계 = 24
• <표 Ⅳ -3> 선정 블록의 제반사항과 특징 = 27
• <표 Ⅳ -4> 자아개념의 측정 내용 = 28
• <표 Ⅳ -5> 유아공간능력 측정 검사도구의 영역별 문항, 내용, 검사점수 = 30
• <표 Ⅳ -6> 블록 활동 프로그램 = 35
• <표 Ⅳ -7> 실험집단과 통제집단의 하루일과 운영 = 36
• <표 Ⅴ -1> 프로그램 실험집단과 통제집단의 사전 동질성 검증 = 39
• <표 Ⅴ -2> 사후 검사에 나타난 실험집단과 통제집단의 자아개념과 공간 능력의 차이 검증 = 41
• <표 Ⅴ -3> 성별 자아개념과 공간 능력 사전검사와 사후검사의 평균 표준편차 = 42
• <표 Ⅴ -4> 실험집단과 통제집단의 성별 자아개념, 공간 능력의 공변량 분석 = 44
• 그림목차 = 32
• 〔그림 1〕 연구 절차 = 32