유아무용교육이 신체표현능력과 학습행동 향상에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the effects in the Expression Living Area, a regular curriculum, over the physical expressive abilities and learning behavior enhancement of preschoolers participating in a dancing course, one of extracurricular activities aiming to reduce private education spendings and pursue non-private education for relatively lower costs, with instructions by a professional dancing master for 12 weeks.
In order to achieve goals as above, a research was conducted targeting totally 60 preschoolers in the age of 4 to 7. The subjects were divided into an experimental group of 30 preschoolers involved in the extracurricular dance course and a control group of 30 preschoolers not involved in that. For the purpose of the research, the experimental group was given a creativity program of Hwang-Eunha`s that was modified and supplemented properly for the intention of the researcher, which was carried out once a week on Tuesdays at 2:00 pm for 40 minutes from May to early August in 2011 with questionnaires for before-after surveys.
The SPSS(ver 18.0), a statistical analysis package, was used in the verification process including the Paired t-test to examine the difference in the results between the pre-test and the post test and the Independent Samples t-test to examine average figures of the groups. And the Significant level to examine the subject for the inquiry was set p<0.5.
The consequences made through the same method and data analysis as above are as follows.

First. In the process of the before-after difference analysis on the influences of the dancing course over the physical expressive abilities of the subjects within both experimental and control group, no meaningful differences were found in the pre-result within and between the groups which were shown in the subordinate Variables such as variety, directivity, time, flow changes and expression. In the post-result of variety and time Variables, no meaningful differences were shown in the control group but in the experimental group. Also as the post-result of directivity, flow changes and expression within each group, both the control group and the experimental group showed meaningful differences while as the post-result between the two groups, only the experimental group showed meaningful differences. Thereby according to these results of the analysis, the control group demonstrated higher level of improvement than the experimental group.

Second. In the process of the before-after difference analysis on the influences of the dancing course over the physical expressive abilities of the subjects within both experimental and control group, no meaningful differences were found in the pre-result within and between the groups which were shown in the subordinate Variables such as educational motivation, attention and continuation and learning attitudes. In the post-result between the two groups, both the control group and the experimental group showed meaningful differences while as the post-result between the two groups, only the experimental group showed meaningful differences. Thereby according to these results of the analysis, the experimental group demonstrated higher level of improvement than the control group.
These results indicates that the preschoolers who took the dance course through participating in the creativity dance program, one of extracurricular activities, showed higher level of improvements in physical expressive abilities and learning behaviors than those who didn`t in expressions of motions in the Expression Living Area, a regular curriculum.
Consequently, by considering the differences of the aspect of changes shown in physical expressive abilities and learning behaviors of the preschoolers who were given the dance course by a professional dance master than those who were not in the Expression Living Area, it is suggested that there should be more opportunities to developthe Expression Living Area of all courses by establishing extracurricular courses and dispatching professional dance masters in order for the preschoolers to take part in organized dance courses by them.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 3
• 3. 연구의 제한점 3
• 4. 용어의 정의 4
• 1) 유아 무용 교육 4
• 2) 신체 표현 능력 4
• 3) 학습 행동 4
• Ⅱ. 이론적 배경 5
• 1. 신체표현과 관련된 유아의 발달 5
• 1) 운동능력발달 5
• 2) 지각-운동능력발달 6
• 3) 표현능력발달 6
• 2. 유아기 신체 활동의 중요성 7
• 3. 유아기 무용학습의 중요성과 교육적 가치 7
• 1) 유아무용학습의 중요성 8
• 2) 유아무용의 교육적 가치 8
• 4. 학습 행동 9
• 1) 학습행동의 개념 9
• 2) 학습행동의 구성요소 10
• 5. 유아 학습행동의 중요성 10
• Ⅲ. 연구방법 12
• 1. 연구의 대상 12
• 2. 검사 도구 12
• 1) 신체표현능력 검사 13
• 2) 학습행동 검사 13
• 3) 각 요인별 신뢰성 13
• 3. 연구의 절차 13
• 1) 사전검사 13
• 2) 실험처치 14
• 3) 사후검사 14
• 4. 자료처리 15
• Ⅳ. 연구결과 및 논의 16
• 1. 결과 16
• 1) 실험집단과 통제집단의 다양성에 대한 전후 차이결과 16
• 2) 실험집단과 통제집단의 방향성에 대한 전후 차이결과 17
• 3) 실험집단과 통제집단의 시간성에 대한 전후 차이결과 18
• 4) 실험집단과 통제집단의 흐름변화에 대한 전후 차이결과 20
• 5) 실험집단과 통제집단의 표현성에 대한 전후 차이결과 21
• 6) 실험집단과 통제집단의 학습동기부여에 대한 전후 차이결과 23
• 7) 실험집단과 통제집단의 주의와 지속에 대한 전후 차이결과 24
• 8) 실험집단과 통제집단의 학습태도에 대한 전후 차이결과 25
• Ⅴ. 결론 및 제언 27
• 1. 결론 27
• 2. 제언 28
• 참고문헌 29
• Abstract 34