동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 기본생활습관 및 친사회적행동에 미치는 영향

국문 초록 (Abstract)

본 연구는 만 3세 유아를 대상으로 동화를 연계한 기본생활습관 실천 활동을 적용한 후 이들의 기본생활습관과 친사회적행동에 어떠한 영향을 미치는가를 알아보는데 목적이 있다. 이를 위해 다음과 같은 연구문제를 설정하였다.

1. 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 기본생활습관에 어떠한 영향을 미치는가?
2. 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 친사회적 행동에 어떠한 영향을 미치는가?

본 연구는 경기도 안산시에 위치한 시립 L어린이집에 재원중인 만 3세 유아 27명(실험집단 14명, 비교집단 13명)을 대상으로 실시하였다. 이 중 실험집단에는 그림책을 연계한 기본생활습관 실천 활동을 실시하고 비교집단에는 기본생활습관 실천 활동을 실시하지 않고 실험집단과 동일한 동화책을 읽고 이야기 나누기만 실시하였다.
본 연구에서 사용된 도구는 유아의 기본생활습관을 평가하기 위해 국립교육평가원(1995)에서 개발 제작한 ‘유아 기본생활습관 평가도구(교사용)를 사용하였으며, 유아의 친사회성 발달을 측정하기 위해 Mcginnis와 Goldstein(1990)이 친사회적 기술을 측정하기 위해 제작한 ’Skill Situctions Measure'를 이원영, 박찬옥, 노영희(1993)가 수정 번안하여 제작한 ‘친사회적 행동검사’를 사용하였다. 기본생활습관 실천 활동의 효과를 분석하기 위해 SPSS 20.0 프로그램을 사용하여 t-test 와 공변량분석(ANCOVA)을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 기본생활습관에 미치는 영향을 살펴본 결과 기본생활습관 향상에 긍정적인 효과가 있었다. 특히 하위영역의 청결, 절제에서 유의미한 차이를 보였다.
둘째, 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 친사회적행동에 미치는 영향을 살펴본 결과 친사회적 행동에 긍정적인 효과가 있었다. 하위영역인 유치원 적응능력, 대인관계 형성능력, 개인정서 조절능력 모든 영역에서 실험집단이 참여하지 않은 비교집단보다 친사회적행동이 향상된 것으로 나타났다.
결론적으로 본 연구를 통해 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 기본생활습관과 친사회적행동을 증가시키는데 긍정적인 효과가 있음을 확인하였다.

목차 (Table of Contents)

• 목 차
• 국문초록 ····················································································ⅰ
• Ⅰ. 서론 ···················································································1
• 1. 연구의 필요성 및 목적·································································1
• 2. 연구 문제 ···············································································4
• 3. 용어의 정의··············································································4
• Ⅱ. 이론적 배경
• 1. 동화를 연계한 기본생활습관 실천 활동···············································6 가. 동화의 개념 및 교육가치·····························································6
• 나. 동화를 연계한 기본생활습관 활동···················································9
• 2. 기본생활습관·············································································10
• 가. 기본생활습관의 개념 및 필요성····················································10
• 나. 기본생활습관 교육 내용·····························································13
• 다. 기본생활관지도·······································································15
• 3. 친사회적 행동 ··········································································18
• 가. 친사회적행동의 개념 ································································18
• 나. 친사회적행동의 발달 ································································20
• Ⅲ. 연구방법 ···············································································23
• 1. 연구대상 ·················································································23
• 2. 연구도구 ·················································································24
• 3. 연구절차 ·················································································28
• 4. 자료분석 ·················································································37
• Ⅳ. 연구결과 및 해석 ·····································································38
• 1. 동화를 연계한 기본생활습관 실천 활동이 만 3세 유아의 기본생활습관에 미치는 영향 ··············································································38
• 2. 동화를 연계한 실천 활동이 만 3세 유아의 친사회적행동에 미치는 영향
• ······························································································41
• Ⅴ. 논의 및 결론 ··········································································46
• 1. 논의 ······················································································46
• 2. 결론 ······················································································51
• 3. 제언 ······················································································52
• 참고 문헌····················································································53
• 부록··························································································59