숲 체험활동이 유아의 사회성과 자연친화력에 미치는 영향 = Effects of the Forest Experience Activity on the Child's Sociality and Natural Sociability

다국어 초록 (Multilingual Abstract)

This study is aim to investigate whether the forest experience activity have effects on the child's sociality and natural sociability. In order to perform this study systematically, there are two hypotheses of this study as the following.
1. How does the forest experience activity have effects on the child's sociality?
2. How does the forest experience activity have effects on the child's sociablity?
The subject of this study were 20 children, who were 4 year-old at C nursery located in Boryung, ChoongNam and 20 ones at G nursery located in Boryung, ChoonNam. And the subjects were divided into the experimental group and the control group.
To investigate whether the forest experience activity have effects on the child's sociality and natural sociability, this study was operated by the sociality developmental rating scale, developed by Kim, Suk-Gyung in 1988 and the natural sociability inspectional device, developed by Hur, Yoon-Jung in 2001. For 8 weeks, the experimental group participated in the forest experience activity everyday, and the control group participated in the activity of the integrated educational curriculum of the practical education for living under the homeroom teacher's guidance.
To know the effects of the forest experience activity on the child's sociality and natural sociability, this study used the statistical program, SPSS 14.0. Each score of the sociality development in the experimental and control groups was verified by the independent sampling t-test. By that, the experimental and control group were proved as the same groups, but this study needed to use other two statistical methods. First, to control the result of the error variation from the experimental and control group indirectly, the cooperativity among the subcategories on the sociality development, love and interest for animals among the subcategories on the interaction and natural sociability, and the score of the pretest for the preference about the natural environment among the subcategories on the natural were set as the covariate variable, and the analysis of covariance was held for the scores of the post test. Second, for the perspective taking ability among the subcategories of the sociality development and the life respect consciousness among the subcategories of the independence and natural sociability, the gap of the scores between the pretest and posttest of the experimental and control groups was analyzed with the t-test.
The results of the effects of the forest experience activity on the child's sociality and natural sociability are as the following.
First, the forest experience activity has the positive effects on the child's sociality development.
Second, the forest experience activity has the positive effects on the cooperativity, independence and interaction among the subcategories of the child's sociality development.
Third, the forest experience activity has the positive effects on the child's natural sociability.
Fourth, the forest experience activity has the positive effects on the preference of the natural environment among the subcategories of the child's natural sociability.
In conclusion, the forest experience activity has the positive effects on the child's sociality and natural sociability. From now on, it is expected that educational effects will be improved through applying the forest experience activity on the field of the preschool education.