유아의 블록 쌓기놀이 선호도에 따른 유아의 공간지각력, 또래놀이행동과 교사의 상호작용유형 간의 관계

국문 초록 (Abstract)

본 연구는 유아의 블록 쌓기놀이 선호도에 따른 유아의 공간지각력과 또래 놀이 행동, 교사의 상호작용 유형 간의 관계를 밝히는 데 목적이 있다. 평소 블록 쌓기놀이를 선호하는 유아와 선호하지 않는 유아를 구분하여 유아의 또래 놀이행동과 교사의 상호작용유형 및 공간지각력에 차이가 있는지 알아보고, 유아의 또래 놀이행동과 교사의 상호작용 유형이 유아의 공간지각력과 어떠한 관계가 있는지를 살펴보았다.
연구의 대상은 수도권과 경남권, 충청권 내에 위치한 13개 유아교육 기관의 6개월 이상 유아와 함께 생활한 담임교사 17명과 블록놀이를 선호하는 유아 51명, 선호하지 않는 유아 51명으로 총 만 5세 유아는 102명 이었다.
본 연구의 결과는 다음과 같다.
첫째, 유아의 쌓기놀이 선호도에 따라 유아의 공간지각력, 또래 놀이행동 및 교사의 상호작용유형이 통계적으로 유의한 차이가 있는지를 알아본 결과, 유아의 또래 놀이행동과 교사의 상호작용 유형은 유아의 쌓기놀이 선호에 따라 특별한 차이가 없었으나, 유아의 공간지각력에서는 유의한 차이가 있었다.
둘째, 쌓기놀이를 선호하는 유아의 또래 놀이행동과 공간지각력과의 상관관계를 살펴본 결과, 또래 놀이행동 중 ‘놀이 방해’는 공간지각력 하위변인 가운데 ‘미로’수행과 부적인 상관이 있었고, 또래 놀이행동 중 ‘놀이 단절’ 또한 유아의 ‘도형’수행에서 부적인 상관이 있었다. 특히 ‘놀이 단절’은 유아의 ‘공간지각력 총점’에서도 부적인 상관이 있었다. 그러나 또래 놀이행동 중 ‘놀이상호’는 유아의 공간지각력과 상관이 없었다. 교사의 상호작용 유형과 쌓기놀이를 선호하는 유아의 공간지각력의 상관관계를 살펴본 결과, 전반적으로 교사의 상호작용은 유아의 공간지각력과 관련이 없었다.
셋째, 쌓기놀이를 선호하지 않는 유아의 또래 놀이행동과 공간지각력간의 상관관계를 살펴본 결과, 또래 놀이행동 중 ‘놀이 상호’가 유아의 공간지각력 하위변인 가운데 ‘도형’수행과 정적 상관이 있었다. 또한 유아의 또래 놀이행동 중 ‘놀이 단절’은 유아의 공간지각력 모든 하위변인에서 부적인 상관이 있었다. 교사의 상호작용 유형과 쌓기놀이를 선호하지 않는 유아의 공간지각력의 상관관계를 살펴본 결과, 전반적으로 교사의 상호작용은 유아의 공간지각력과 관련이 없었고 몇 가지 하위 유형은 유아의 공간지각력 하위변인에서 부적인 관련이 있었다.
본 연구결과를 종합해 보면, 블록 쌓기놀이를 선호하는 유아와 선호하지 않는 유아간의 공간지각력이 차이를 보여 평소 블록을 이용한 쌓기놀이 활동이 유아의 공간지각력에 있어 중요하다는 점이 밝혀졌다. 또한 만 5세의 쌓기놀이를 선호하는 유아와 선호하지 않는 유아 모두 블록 쌓기놀이에서 또래와의 놀이가 지속되지 못한다면 공간지각력이 낮을 것이라는 점이 밝혀졌다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 ······························································································ 1
• 1. 연구의 필요성 및 목적 ··························································· 1
• 2. 용어의 정의 ·············································································· 6
• 3. 연구 문제 ·················································································· 8
• Ⅱ. 이론적 배경 ··············································································· 9
• 1. 블록 쌓기놀이 ············································································ 9
• 1) 블록 쌓기놀이의 가치 ····························································· 9
• 2) 블록 쌓기놀이 선호도 ···························································· 11
• 2. 유아의 공간지각력 ··································································· 13
• 1) 공간지각력의 개념 ································································· 13
• 2) 공간지각력의 발달 ································································· 15
• 3) 공간지각력의 특징 ································································· 17
• 3. 유아의 또래 놀이행동 ······························································ 20
• 1) 유아 또래 놀이행동의 개념과 가치 ····································· 20
• 2) 유아 또래 놀이행동과 유아의 공간지각력 ························· 23
• 4. 교사의 상호작용 유형······························································· 25
• 1) 교사 상호작용 유형의 개념과 가치 ····································· 25
• 2) 교사 상호작용 유형과 유아의 공간지각력 ························· 28
• Ⅲ. 연구 방법 ·················································································· 30
• 1. 연구 대상 ··················································································· 30
• 2. 연구 절차 ··················································································· 30
• 1) 예비연구 ··················································································· 30
• 2) 본 연구 ····················································································· 31
• 3. 연구 도구 ··················································································· 33
• 1) 유아의 쌓기놀이 선호도 측정도구 ······································· 33
• 2) 유아의 공간지각력 측정도구················································· 33
• 3) 유아의 또래 놀이행동 측정도구············································ 34
• 4) 교사의 상호작용 유형 측정도구············································ 35
• 4. 자료 분석 ··················································································· 36
• Ⅳ. 연구결과 ···················································································· 37
• 1. 쌓기놀이를 선호하는 유아와 쌓기놀이를 선호하지 않는 유
• 아의 공간지각력, 또래 놀이행동 및 교사 상호작용 유형의 차
• 이 ···································································································· 37
• 2. 유아의 공간지각력, 또래 놀이행동 및 교사 상호작용 유형
• 간의 상관관계 ·············································································· 39
• 1) 쌓기놀이를 선호하는 유아의 공간지각력, 또래 놀이행동
• 및 교사 상호작용유형간의 상관관계········································ 39
• 2) 쌓기놀이를 선호하지 않는 유아의 공간지각력, 또래 놀이
• 행동 및 교사 상호작용 유형간의 상관관계 ···························· 41
• Ⅴ. 결론 및 논의 ··············································································43
• 1. 결론 및 논의 ············································································· 43
• 2. 제언 ···························································································· 48
• 참고문헌 ·························································································· 49
• 부록 ·································································································· 61
• ABSTRACT ···················································································· 73