전래동화를 활용한 동극활동이 유아의 도덕적 판단력 및 도덕적 행동에 미치는 효과 = The Effect of Drama Activities Using Traditional Fairy Tales on Young Children’s Moral Judgment and Moral Behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the effects of juvenile drama activities utilizing traditional fairy tales on moral judgment and moral behaviors of young children. In addition, it was also tried to provide basic materials for the development of effective teaching‐learning method and program utilizing of juvenile drama activities utilizing traditional fairy tales by analyzing the effects on moral judgment and moral behaviors of infants. The research questions of this study are as follows:
1. Are the juvenile drama activities utilizing traditional fairy tales effective to the improvement of moral judgment of young children?
2. Are the juvenile drama activities utilizing traditional fairy tales effective to the improvement of moral behaviors of young children?
2‐1. Are the juvenile drama activities utilizing traditional fairy tales effective to the improvement of behaviors in the area of moral rules and regulations?
2‐2. Are the juvenile drama activities utilizing traditional fairy tales effective to the improvement of behaviors in the area of conventional rules and regulations?
This study was performed on 48 5‐year‐old infants in Kindergarten W in Nam‐gu, G City. The experimental group was composed of 25 infants of Class A (16 males and 9 females) and the control group was composed of 23 infants of Class B in the same kindergarten (11 males and 12 females).
The experimental treatments were given 12 times for 6 weeks, twice a week (Wednesdays and Fridays) from August 13 to September 21. The juvenile drama activities utilizing traditional fairy tales were given to the experimental group and picture drawing activities utilizing fairy tales regarding everyday life themes were given to the control group.
For research tools, infants’ moral judgment test and moral behavior evaluation tool were used. For infants’ moral judgment test, the one produced by Hebble(1971) based on Piaget’s theory, translated by Lee Ki‐woo (1982) and illustrated by Choi Seong‐suk (1997) was used. For young children’s moral behavior evaluation tool, Young children’s Moral Behavior Observational Scales produced by Smetana and colleagues (1993) and reconfigured by Kim Hye‐ok (2002) based on Infant Observational scales by Ministry of Education and Kindergarten Education Evaluation Materials published by National Board of Educational Evaluation was used.
In order to identify the difference between experimental group and control group in each research question, data were processed by SPSS 15.0 statistics program. Average and standard deviation of pre and post test were calculated and ANCOVA was performed.
The followings are the summary of this study.
First, the experimental group which did not show significant difference from control group in moral judgment score in pretest showed significantly higher moral judgment score after experiencing juvenile drama activities utilizing traditional fairy tales than the control group. In other words, it can be analyzed that the juvenile drama activities utilizing traditional fairy tales have made positive effects on the moral judgment capabilities of infants.
Second, the experimental group which did not show significant difference from control group in moral behavior score in pretest showed significantly higher moral behavior score after experiencing juvenile drama activities utilizing traditional fairy tales than the control group. These results show that the juvenile drama activities utilizing traditional fairy tales have made positive effects on the sub areas of moral behavior such as moral rules and conventional rules. To make a long story short, it can be analyzed that the juvenile drama activities utilizing traditional fairy tales have made positive effects on the moral behaviors of young children.
Conclusively, the juvenile drama activities utilizing traditional fairy tales have made positive effects on the moral judgment and behaviors of young children. Therefore, the juvenile drama activities utilizing traditional fairy tales can be utilized in childhood education field as an effective teaching‐learning method to improve infants’ moral judgment and behaviors.

국문 초록 (Abstract)

본 연구는 전래동화를 활용한 동극활동이 유아의 도덕적 판단력과 도덕적 행동에 어떠한 효과를 미치는지 알아보는데 그 목적이 있다. 또한, 도덕적 판단력과 도덕적 행동에 미치는 영향을 분석함으로써, 전래동화를 활용한 동극활동의 효과적인 교수 ‧ 학습 방법과 프로그램 개발을 위한 기초자료를 제공하고자 한다. 본 연구에서 설정한 연구문제는 다음과 같다.

1. 전래동화를 활용한 동극 활동이 유아의 도덕적 판단력 증진에 효과가 있는가?
2. 전래동화를 활용한 동극 활동이 유아의 도덕적 행동 증진에 효과가 있는가?
2-1. 전래동화를 활용한 동극 활동이 도덕적 규칙 영역의 행동 증진에 효과가 있는가?
2-2. 전래동화를 활용한 동극 활동이 인습적 규칙영역의 행동 증진에 효과가 있는가?

본 연구는 G광역시 남구에 소재하고 있는 W유치원의 만 5세 유아 48명을 대상으로 하였다. 실험집단은 W유치원 A학급의 만 5세 유아 25명(남:16명, 여:9)이었고, 비교집단은 같은 유치원의 B학급의 만 5세 유아 23명(남:11명, 여:12명)이었다.
실험처치는 8월 13일부터 9월 21일까지 주 2회(수요일과 금요일)씩, 6주 동안 총 12회를 실시하였다. 실험집단은 전래동화를 활용한 동극활동을 실시하였고, 비교집단은 생활 주제에 따른 동화를 활용하여 그림 그리기 활동을 실시하였다.
연구 도구는 유아의 도덕적 판단력 검사와 도덕적 행동 평정 도구를 사용하였다. 유아의 도덕적 판단력 검사는 Piaget 이론을 바탕으로 하여 Hebble(1971)이 제작한 것을 우리나라에서 이기우(1982)가 번안하고, 최성숙(1997)이 그림을 그린 것을 사용하였다. 유아의 도덕적 행동 평정 도구는 Smetana와 그 동료들(1993)이 제작하고 김혜옥(2002)이 교육부에서 발행한 유아 관찰 척도와 국립평가원에서 발행한 유치원 교육 평가 자료를 바탕으로 재구성한 유아의 도덕적 행동 관찰 평정 척도를 사용하였다.
자료처리는 연구 문제에 따라 실험 집단과 비교 집단 간의 차이를 알아보기 위하여 SPSS 15.0 통계 프로그램을 이용하여 사전 ‧ 사후 검사에 대한 평균과 표준편차를 산출하였으며 공변량 분석(ANCOVA)을를 실시하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 사전 도덕적 판단력 점수에서 비교집단과 유의미한 차이를 보이지 않던 실험집단이 전래동화를 활용한 동극활동을 경험한 후 비교집단보다 유의미하게 높은 도덕적 판단력 점수를 보여주었다. 즉 전래동화를 활용한 동극활동이 유아의 도덕적 판단력에 긍정적인 영향을 주는 것으로 분석할 수 있다.
둘째, 사전 도덕적 행동 점수에서 비교집단과 유의미한 차이를 보이지 않던 실험집단이 전래동화를 활용한 동극활동을 경험한 후, 비교집단보다 유의미하게 높은 도덕적 행동 점수를 보여주었다. 이와 같은 연구결과는 도덕적 행동의 하위영역인 도덕적 규칙 영역, 인습적 규칙 영역의 도덕적 행동에 모두 긍정적인 영향이 있음을 시사한다. 즉 전래동화를 활용한 동극 활동은 유아의 도덕적 행동에 유의미한 영향을 주는 것으로 분석될 수 있다.
결론적으로 본 연구의 결과는 전래동화를 활용한 동극활동이 유아의 도덕적 판단력과 도덕적 행동 향상에 긍정적인 영향을 미치는 것으로 나타났다. 따라서 전래동화를 활용한 동극활동은 유아의 도덕적 판단력과 도덕적 행동을 증진시키기 위한 효과적인 교수 ‧ 학습 방법으로 유아교육현장에서 활용해 볼 가치가 있음을 시사하고 있다.

목차 (Table of Contents)

• ABSTRACT
• Ⅰ. 서론 ······················································· 1
• A. 연구의 필요성 및 목적 ········································· 1
• B. 연구 문제 ···················································· 5
• C. 용어의 정의 ·················································· 5
• D. 연구의 제한점 ················································ 7
• Ⅱ. 이론적 배경 ················································ 9
• A. 전래동화 ···················································· 9
• B. 동극 활동 ··················································· 11
• C. 유아의 도덕성 발달 ·········································· 15
• Ⅲ. 연구방법 ·················································· 21
• A. 연구대상 ······················································· 21
• B. 실험설계 ······················································ 22
• C. 연구도구 ····················································· 22
• D. 연구절차 ···················································· 31
• E. 자료처리 ····················································· 41
• Ⅳ. 연구결과 및 해석 ··········································· 43
• A. 전래동화를 활용한 동극 활동이 유아의 도덕적 판단력 증진에 미치는 효과 ··· 43
• B. 전래동화를 활용한 동극활동이 유아의 도덕적 행동 증진에 미치는 효과 ··· 45
• Ⅴ. 논의 및 제언 ············································· 49
• A. 논의 및 결론 ··············································· 49
• B. 제언 ························································· 52
• 참고문헌 ··························································· 54
• 부록 ······························································· 61
• 저작물 이용허락서 ·············································· 120