또래모델링 역할놀이가 ADHD성향을 가진 유아의 놀이참여에 미치는 효과

다국어 초록 (Multilingual Abstract)

ADHD-prone Children, who are easily seen in the field of education in which an inclusive education is performed, were going through lots of difficulties while being isolated in the relationship with peers due to their constant wandering about alone, carelessness, impulsiveness, and hyperactivity, and they need much more care from teachers.
In order to improve the participation of ADHD-prone children in play, this study aims to take sitting on their seats, eye contact, and performance of assignments as target behavior by performing peer modeling role play, and to prove their effect on the participation in play.
Concerning research subjects, the study selected 2 ADHD-prone children, and 4 peer children. As per research methods, the study used the AB design, and when there appear stable numerical values during the baseline period, it pursued research in the procedures of intervention and maintenance. For role play, the study referenced research into social drama play by Gwon Gi Jin (2004), and utilized a role play activity with 20 topics contained in teaching source books for the educational activity in kindergartens, published by the Ministry of Education, Science and Technology, as an intervention program. Also, the study performed the role play activity twice a week, totaling 16 weeks, and 20 minutes per session.
The research result found that ADHD-prone children showed changes in behaviors while participating in the play, such as sitting on their seats, eye contact, and behavior of performing assignments after the peer modeling role play. The peer modeling role play in the educational activity in kindergartens was effective for ADHD-prone children’s participation in play.
Just like the quotation of Froebel, “Play is the best experience in human development during childhood. Play freely expresses something in children’s souls.” (Froebel, 1896), play is extremely natural for children and is a privilege of the period, which is hardly enjoyed when we grow up. The researcher hopes that such peer modeling role play is more generalized in the field of education, and children, who feel difficulty in participating in play with peers, feel true joy of play, maintain childlike innocence, and grow up to be desirable members of society.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 유아놀이 개관 = 7
• 2. ADHD성향유아의 놀이 특성 = 21
• Ⅲ. 연구 방법 = 26
• 1. 연구 참여 유아 = 26
• 2. 연구 도구 = 28
• 3. 연구 절차 = 35
• 4. 자료수집 및 처리 = 37
• Ⅳ. 연구 결과 = 39
• 1. 놀이 참여 행동 변화 = 39
• 2. 자리착석 행동 변화 = 41
• 3. 눈맞춤 행동 변화 = 42
• 4. 과제이행 행동 변화 = 44
• Ⅴ. 결론 및 제언 = 47
• 1. 결론 = 47
• 2. 제언 = 48
• 참고문헌 = 49
• (Abstract) = 54
• 부록 = 56