교사가 인식한 남아의 거친 신체놀이와 또래놀이 행동 연구 = (A) study of teacher's perceptions toward preschool boy's rough and tumble play and peer play behaviours

다국어 초록 (Multilingual Abstract)

This study aims to investigate how preschool teachers perceive preschool boys' rough and tumble play. Also, levels of rough and tumble plays were rated by teachers to see whether peer play behaviours was affected by them. Following research questions are established.

1. How do preschool teachers perceive preschool boys' rough and tumble play?
1-1) How do teachers perceive frequencies of rough and tumble play participated by preschool boys?
1-2) How do teachers perceive preferences of rough and tumble play participated by preschool boys?
1-3) How do teachers perceive the extent of rough and tumble play causing peer conflicts?

2. Do the level of rough and tumble play rated by teacher affect peer play behaviours(e.g. play interactions, play disruptions, play disconnections)?
2-1) Are preschool boys who participated in rough and tumble play more often related to particular types of peer play behaviours?
2-2) Are preschool boys who showed strong preferences in rough and tumble play related to particular types of peer play behaviours?
2-3) Are preschool boys who transferred from rough and tumble play to peer conflicts more often related to particular types of peer play behaviours?

The research participants were 121 boys from four preschools who were located in an average income area in Busan. The outdoor play areas had similar layout among the settings. Data were gathered from 15th Dec 2008 to 16th Jan 2009, collecting teachers' ratings on rough and tumble play and peer play behaviours at the sites. Teachers' ratings of rough and tumble play was edited from a rating scale devised by Humphreys and Smith(1987). The instruments were modified through pre-data collection procedure. Peer play behaviours were rated using the Korean version of Penn Interactive Peer Play Scale(PIPPS, Fantuzzo et al., 1998) edited by Choi & Shin(2008).
The data were analyzed using SPSS WIN 12.O. Frequencies, percentages, means and standard deviation were calculated in order to analyze different types of rough and tumble play. T-test were carried out in order to identify whether rough and tumble plays affect peer play behaviours.

Research findings of current study are as follows:
First, the teachers rated the most frequently participated-in and the most favourable types of rough and tumble play as follows in order: 'Running away and chasing after', 'hitting, poking or pretending to do', 'making friends jump'. They perceived the types of rough and tumble play which transfer to peer conflicts more often as follows in order: 'Hitting, poking or pretending to do', 'Running away and chasing after', 'Making friends jump'.
Second, according to teachers' perceptions of the effect of the levels of rough and tumble play on peer play behaviours, boys who showed strong preferences of rough and tumble play demonstrated more play interactions and less play disruptions. In contrast, boys who participated in rough and tumble play transferring to peer conflicts more often showed more play disruption.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어 정의 7
• Ⅱ. 이론적 배경 9
• 1. 유아의 거친 신체놀이 9
• 2. 또래놀이와 또래놀이 행동 19
• 3. 거친 신체놀이와 또래놀이 행동 29
• Ⅲ. 연구 방법 32
• 1. 연구 대상 32
• 2. 연구 도구 33
• 3. 연구 절차 37
• 4. 자료 분석 41
• Ⅳ. 연구 결과 42
• 1. 남아의 거친 신체놀이에 대한 유아교사의 지각 42
• 2. 유아교사가 인식한 남아의 거친 신체놀이 수준에 따른 또래놀이 행동 53
• Ⅴ. 요약 및 논의 59
• 1. 요약 59
• 2. 논의 62
• 참고문헌 72
• 부 록 81
• Abstract 88