미술교육과 수학교육의 통합활동이 유아의 공간능력에 미치는 영향 = (The)Effects of Integrated Art and Mathematics Activities on Young Children's Spatial Abilities

다국어 초록 (Multilingual Abstract)

This study investigated the effects of integrated art and mathematics activities on young children's spatial abilities.


The subjects were 52 five-year-old young children in two classes at one Kindergarten located in Seoul city. These two classes were assigned to the experimental group and the control group of 26 children each.

The test tools employed in this study were 'Measurement Tools for Young Children's Spatial Ability' by Hye-Gyung Hong (2001), based on Del Grande's spatial perception categories (1990).

This study was consist of preliminary test and experiment, pre-test, experimental treatment, and post-test and carried out from March 10th, 2008 to April 4th, 2008. Integrated activities for art and mathematics 12 times in total were given to the experiment group 3 days a week for 4 weeks, while the control group were given segregated activities in general.

To investigate effects of integrated art and mathematics activities on young children's spatial abilities, the means and standard deviations were calculated and One-Way analyses of Covariance were conducted. The data were analyzed using SPSS 12.0

The results of this study were summarized as follows:

1) It was found that young children with experience of the integrated art and mathematics activities had higher general spatial ability than those without.
2) It was proved that young children with experience of the integrated art and mathematics activities showed significantly higher score in test of eye-motor coordination, figure-ground perception, and visual memory and recollection, but no statistically significant difference in spatial reasoning and position-in-space perception. It was considered that integrated art and mathematics activities were an effective method to improve young children's spatial abilities.

This study showed that the integrated art and mathematics activities should be applied in the field of early childhood education as an effective method to improve young children's spatial abilities.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 유아교육에서의 통합교육과정 9
• 1) 통합의 의미 9
• 2) 유아교육과정에서의 통합적 운영의 가치 10
• 2. 미술교육과 수학교육 통합활동 12
• 1) 미술교육과 수학교육 통합활동의 배경 및 개념 12
• 2) 미술교육과 수학교육 통합활동의 유형 및 효과 16
• 3. 유아의 공간능력 18
• 1) 공간능력의 개념 18
• 2) 공간능력의 하위영역 19
• 3) 유아 통합활동과 공간능력의 관계 21
• Ⅲ. 연구방법 23
• 1. 연구대상 23
• 2. 연구설계 24
• 3. 측정도구 25
• 4. 연구절차 30
• 1) 예비검사와 예비실험 30
• 2) 교사 및 검사자 훈련 31
• 3) 사전검사 32
• 4) 본 수업활동 33
• 5) 사후검사 38
• 5. 자료처리 및 분석 38
• Ⅳ. 연구결과 39
• 1. ‘눈-운동 협응’ 능력의 차이 41
• 2. ‘공간적 추리’ 능력의 차이 42
• 3. ‘형태-바탕 지각’ 능력의 차이 44
• 4. ‘시각적 기억 및 회상’ 능력의 차이 45
• 5. ‘공간 내에서의 위치 지각’ 능력의 차이 46
• Ⅴ. 논의 및 결론 48
• 1) 요약 및 논의 48
• 2) 결론 및 제언 53
• 참고문헌 55
• 부록 62