보드게임을 통한 놀이활동이 저소득아동의 사회성향상에 미치는 영향

국문 초록 (Abstract)

보드게임을 통한 놀이활동이 저소득아동의
사회성향상에 미치는 영향

아동의 사회적 능력은 생의 초기부터 부모와의 상호작용을 통해 형성된다. 아버지나 어머니가 각기 자신의 역할을 수행하는 일반 가정에 비해 저소득 가정인 경우 자녀에게 소홀한 경우가 많고, 적절한 보호가 이루어지기 어렵다.
저소득 가정이 지니는 경제적 궁핍, 생활환경문제, 가족관계 문제 등은 아동의 신체적 건강이나 정서와 사회적인 측면, 학업성취에서 그렇지 않은 가정에서 성장한 아동에 비해 상대적으로 더 많은 문제를 보일 가능성이 높다. 이러한 문제를 해결하기 위해서 놀이를 이용하는 연구들이 이루어지고 있다.
놀이란 그 자체가 중요한 일이며 생활의 일부이다. 또한 놀이는 학생들의 신체적, 정신적 건강을 유지하는데 필요한 것이며 사회적 기술을 발달시켜 보다 나은 인간관계를 형성시키고 학습 기회 소재를 제공하여 도덕적, 교육적, 치료적 가치가 있다고 한다. 놀이는 두 명 이상의 집단 활동으로 이루어지게 되어 적응행동을 습득하고 활용할 수 있는 집단상황에서 아동들이 자연스럽게 상호작용할 수 있도록 함으로써 아동들에게 의미 있는 학습경험을 제공하게 된다.
집단 놀이 중 현재 많이 이용되고 있는 것 중에서 보드게임을 들 수 있다. 보드게임이란 즐거움이 있는 지적, 신체적 활동이며 집단 구성원 간에 역할을 맡으면서 일정한 규칙에 따라 승부를 결정하는 교육적인 활동이라 할 수 있다. 또한 혼자 하는 놀이가 아니라 적어도 두 명 이상의 집단 활동으로 이루어지고 있으며, 공동의 목적을 가지고 적절하게 협동하는 방식으로 게임 활동을 하는 것을 말한다. 이때 신체적인 활동과 언어적, 비언어적 상호작용을 함께 사용하기 때문에 매력적인 상호작용의 매개체로서 역할을 한다. 보드게임활동에 참여하는 것은 친구를 사귀게 하고 타인과 어울릴 수 있게 해주며 역할과 경쟁심, 협동심과 자신감을 배우게 한다. 특히 치료 면에서는 놀이는 자발성을 촉진하고 참여수준을 높일 수 있다.
본 연구의 목적은 보드게임을 통한 놀이 활동이 저소득아동의 사회성 향상에 미치는 효과를 검증하기 위한 것이며 아동의 사회성을 사회규범, 호감도, 사회적 미숙으로 나누어서 어떤 변화가 있는지를 연구하여 모델화 하여 학교, 아동복지시설, 청소년 복지시설 등에 보급 하는데에 의의가 있다고 할 것 이다.
본 연구에서 밝혀진 결과에 대한 요약 및 결론은 다음과 같다.
첫째, 보드게임을 통한 놀이활동 실시 후 사회성이 긍정적으로 변화하였다. 전체실험 아동의 차이를 살펴보기 위해 시행한 결과 통계적으로 유의한 차이가 있는 것으로 나타났다.연구 결과, 사회규범, 호감도, 사회적성숙의 사전•사후 t-검증 결과 유의미한 차이가 있었다.
둘째, 놀이 활동을 실시한 아동의 문제행동이 전체적으로 감소하였다. 실험에 참여한 아동들은 위축, 우울/불안, 사회적미성숙, 주의집중 문제, 비행, 공격성이 강하였지만, 프로그램이 진행 후 사후에는 서로 대화를 통하여 상호 교류하는 모습과 다투는 모습이 점차 줄어들었으며, 놀이를 통하여 협동하고 양보하는 태도를 통하여 문제행동을 감소시킬 수 있었다.
셋째, 사회성이 사회규범, 호감도, 사회적미숙 등 세 가지 하위영역에서 고른 변화를 가지고 왔다
본 연구는 보드게임 놀이 활동이 저소득아동의 사회성향상에 미치는 효과를 알아보고자 하는데 그 목적을 두었으며 연구를 통해서 밝혀진 결과를 요약하고 모델화 하여서 학교, 아동복지시설, 청소년 복지시설 등에 보급 하는데 그 목적이 있다고 할 것 이다.
실험 결과를 바탕으로, 보드게임 놀이 활동은 저소득아동의 사회성을 향상시키는데 매우 효과적이라고 할 수 있다. 무엇보다 치료적인 면에서 놀이는 불안과 방어적인 자세를 감소시켜 치료를 효과적으로 할 수 있게 한다. 무엇보다 대부분 게임은 다른 사람과 함께하는 것이므로 게임을 통해 바람직한 사회성을 배우고 익히는데 효과적이라고 할 수 있다.

다국어 초록 (Multilingual Abstract)

Effect of board game play activities on social improvement for low income children

Social skills of children are formed through the interaction of parents from their early life stage. In case of low income households, parents tend to be negligent to the children and it is hard to have an adequate protection compared to the family with each father and mother who carry their respective roles.
Economic distress of the family, livelihood, and family relationship problems may relatively show more problems compared to the children who were not raised in these environments in children's physical health, academic achievement, emotional and social aspects. In order to solve these problems, researches using plays are more realized.
Play itself is important and part of the life. Play is also necessary to maintain physical and mental health of students by forming better relationship with social skill developments, plus have moral, educational, and therapeutic values by providing learning opportunities. Play is established with group activities having two or more groups, and enables children to naturally interact in the group situation where adaptive behaviors are learned and utilized. Further, it provides meaningful learning experiences for children.
Boarding game can be an example among many group plays that are currently being used. Board game is intellectual and physical activity with fun where group members take roles and determines the match according to certain rules. It can be said as an educational activity. Further, the game is made by group of activities with at least more than two people, where they are not played alone, and it is a game activity in the appropriate cooperating manner having common purpose. Here, it works as a mediator of an attractive interaction because it combines utilization of physical activity, plus verbal and nonverbal interactions. Participating board game activities enables to make friends, harmonizes with others, plus to learn one's role, competitive spirit, teamwork, and confidence. Play can promote autonomy and increase the level of participation from the viewpoint of the treatment.
The purpose of this research is to verify how play activities with the board game can affect to the social improvement on low income children. In addition to find the significance from the research and form models based on changes of children's social skills by dividing into social norms, likability, socially immature, then to supply into schools, children welfare, and youth welfare. Summary and conclusion on revealed result of this research are the following.
First, sociability has positively changed after play activity through the boarding game. As the result conducted to find out differences of entire experiment of the children, it showed statistically significant differences. As the result of before and after t-test from the research, social norm, likability, social matureness showed significant differences.
Second, problem behavior generally decreased for the children who conducted play activity. Children who participated in the experiment has strong shrinkage, depression/anxiety, social immaturity, attention problems, misconduct, and aggression. However, after working on the program, their fighting behaviors gradually decreased through having more conversation with each other and showing interaction. In addition, it could reduce problem behaviors through cooperative play and compromising attitude.
Third, sociability showed even changes in three sub-regions such as social norms, likability, and social immature.
The purpose of this research is to find out how board game activities effect to increase sociability for low income children. Further, it aims to supply to schools, children welfare, and youth welfare by summarizing and modeling these results revealed by the research.
Based on the result of this experiment, it can be said that board game play activity is very effective to improve sociability of low income children. Above all, play reduces one's anxiety and defensive posture which allow to effectively receive the treatment. Since most games are done with other people, it can be said that it is effective to learn and master desirable sociability through games.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 ··········································································································· 1
• 1. 연구의 필요성과 연구목적 ······································································ 1
• Ⅱ. 이론적 배경 ····························································································· 5
• 1. 저소득 아동의 이해 ·················································································· 5
• 2. 저소득 아동의 사회성 ·············································································· 7
• 3. 놀이와 사회성 향상 ·················································································· 8
• 4. 선행연구 ···································································································· 11
• Ⅲ. 연 구 방 법 ··························································································· 12
• 1. 실험대상 ···································································································· 12
• 2. 조사도구 ···································································································· 13
• 3. 프로그램구성 ···························································································· 14
• 3. 분석방법 ···································································································· 16
• Ⅳ. 연구결과 ·································································································· 17
• 1. 실험집단의 사회성 사전․사후 비교 ·················································· 17
• 2. 하위영역별 사전․사후 비교 ································································ 18
• 3. 아동별 사회성 ·························································································· 23
• Ⅴ. 결론 및 제언 ························································································ 37