포스트모던 그림책을 활용한 이야기나누기활동이 유아의 이야기 이해력 및 창의성에 미치는 영향 = The Influences of the Activities of Sharing Stories Utilizing the Postmodern Picture Books on the Understanding of tories of, and the Creativity of Children

국문 초록 (Abstract)

본 연구의 목적은 포스트모던 그림책을 활용한 이야기나누기활동이 유
아의 이야기 이해력 및 창의성에 어떠한 영향을 미치는지를 살펴보고, 그
림책을 활용한 유아의 이야기 이해력 및 창의성 프로그램의 기초자료를 제
공하고자 함이다.
연구대상은 경상북도 포항시에 소재한 L어린이집 총 18명을 이야기 이
해력과 창의성 검사 점수에 따라, 실험집단 9명 비교집단 9명으로 선정하
였다.
연구방법은 실험집단은 포스트모던 그림책을 듣고 이야기나누기활동을
하였고, 비교집단은 포스트모던 그림책만 듣고 어린이집의 활동에 참여하
였다.
연구기간은 2013년 5월 31일부터 9월 27일까지 매주 1회 16주이었다.
연구도구는 이야기 이해력은 Morrow의 검사를 보완한 김옥련(2005)의
이야기 이해력 검사도구, 창의성은 전경원(2010)의 창의성 검사도구이다.
위의 실험을 통해 얻어진 자료의 분석은 다음과 같은 절차로 이루어졌
다.
첫째, 조사대상자의 일반적 특성에 대한 동질성을 알아보기 위하여 교차
분석(chi-square) 및 t - test를 실시하였다.
둘째, 실험집단과 비교집단의 이야기 이해력과 창의성에 대한 동질성여
부를 파악하기 위하여 비모수 검증의 Mann-Whitney U Test를 실시하였다.
셋째, 포스트모던 그림책을 활용한 이야기나누기활동 프로그램을 통한
유아의 이야기 이해력과 창의성 수준의 변화를 알아보기 위하여 실험집단
과 비교집단의 사전검사와 사후검사를 통한 Wilcoxon Matched-Pairs
Signed-Rank(윌콕슨 부호순위 검정)을 실시하였다.
넷째, 포스트모던 그림책을 활용한 이야기나누기활동 프로그램에 대한
효과를 알아보기 위하여 사후검사 점수에서 사전검사 점수를 뺀 점수로 비
모수 검정의 Mann-Whitney U Test를 실시하였다.
다섯째, 포스트모던 그림책을 활용한 이야기나누기활동 프로그램에서 유
아의 이야기 이해력과 창의성의 각각 하위요인들이 어떠한 형태로 나타났
는지 사례를 추출하였다.
연구결과는 다음과 같다.
첫째, 포스트모던 그림책을 활용한 이야기나누기활동은 유아의 이야기
이해력 증진에 효과적이었다. 그러나 이야기 이해력의 하위요인 중에 구조
이해 증진에서는 효과적이었지만, 추론이해에서는 유의미한 효과를 보이지
않았다. 따라서 포스트모던 그림책을 활용한 이야기나누기활동은 유아의
이야기 이해력 및 이야기 이해력의 구조이해를 증진시키는데 효과적인 프
로그램이었다.
아울러 포스트모던 그림책을 활용한 이야기나누기활동에서 각각의 그림
책 내용에 따라 유아들은 이야기 구조이해 및 추론이해가 나타났다. 그러
나 유아들의 이야기나누기활동에서는 그림책 속의 상황에서 알 수 있는 인

다국어 초록 (Multilingual Abstract)

The purpose of this research was to take a look at what
influences the activities of sharing the stories utilizing the
postmodern books have on the understanding of stories on the
part of, and the creativity of, children and to provide the basic
materials for the program regarding the understanding of stories
on the part of, and the creativity of, children utilizing the picture
books.
The subjects of the research were a total of 18 persons at the L
daycare center located in Pohang, Gyeongsangbuk-do (Province).
According to the inspection scores of the story understanding and
the creativity, they were selected as the experimental group
compared to 9 persons and the comparative group of 9 persons.
As for the research methods, the experimental group listened to
the stories of the postmodern picture books and. And the
comparative group listened only to the stories of the postmodern
picture books, participated in the activities of the day care center.
The time period of the study was 16 weeks from May 31, 2013 until
September 27, 2013. The research took place once every week.
With regard to the tool for the research of the story
understanding, Kim, Ok-ryeon's (2005) story understanding
inspection tool, which has supplemented the Morrow inspection,
was used. And, with regard to the tool for the research of the
creativity, it was Jeon, Geyong-won's (2010) creativity inspection.
The analysis of the data obtained through the above experiment
took place according to the following procedure.
First, in order to find out the homogeneity of the general, special
characteristics of the people who were the subjects of the
investigations, the cross analysis (chi-square) and the t-test were
carried out.
Second, in order to grasp the homogeneity of the understanding
of stories and the creativity of the experimental group and the
comparative group, the Mann-Whitney U Test of the
non-parametric verification was conducted.
Third, in order to find out the changes of the levels of the
understanding of stories and the creativity on the part of children
through the program of the activities of sharing stories utilizing
the postmodern picture books, the Wilcoxon Matched-Pairs
Signed-Rank through the preliminary inspections and the
post-inspections of the experimental group and the comparative
group was carried out.
Fourth, in order to find out the effects of the program of the
activities of sharing stories utilizing the postmodern picture books,
the Mann-Whitney U Test of the non-parametric test was
conducted with the scores after subtracting the preliminary
inspection scores from the post-inspection scores.
Fifthly, the examples were extracted regarding in what forms
each of the sub factors of the understanding of the stories and the
creativity of the children appeared in the program of the activities
of sharing the stories utilizing the postmodern picture books.
The following are the results of the research.
Firstly, the activities of the sharing of the stories utilizing the
postmodern picture books were effective in the enhancement of the
understanding of the stories of the children. However, although, in
the sub factors of the story understanding, they were effective in
promoting the structural understanding, they did not show
meaningful effects in the inferential understanding. As a result,
the activities of sharing the stories utilizing the postmodern picture
books were an effective program for promoting the understanding
of the stories on the part the children and for promoting the
structural understanding of the story understanding on the part of
the children.
In addition, in the activities of sharing the stories utilizing the
postmodern picture books, the structural understanding and the
inferential understanding of the stories on the part of the children
appeared according to each of the contents of the picture books.
However, in the activities of sharing the stories on the part of the
children, the structural understanding of the causal relationships
and the clarity of the information that can be known from the
situations inside the picture books was high. However, with regard
to the inferential understanding in which the situation within the
story book must be thought in connection with one's experiences,
the crisis situations appeared, including the preposterous answers
to the questions of the teachers, taking more time in answering,
etc. Or, in other words, it is difficult for the children of the
preoperational stage who think self-centeredly to make inferences
on the viewpoints of others.
Secondly, the activities of the sharing of the stories utilizing the
postmodern picture books were effective in promoting the creativity
of the children. However, although they were effective in the
promotion of the fluency, originality, and imagination, which are the sub factors of creativity, they did not show any meaningful
effects in terms of the flexibility. As a result, the activities of
sharing the stories utilizing the postmodern picture books were an
effective program for promoting the creativity of the children and
for promoting the fluency, originality, and imagination, which are
the sub factors of creativity.
Also, in the activities of the sharing of the stories utilizing the
postmodern picture books, all of the four elements of the fluency,
flexibility, originality, and imagination, which are the sub factors of
creativity, were shown. The children listened to the stories of the
postmodern picture books containing diverse topics and
whereabouts and showed initiativeness in the activities of sharing
the stories. However, when asked how the counterpart would feel
in a certain situation, they talked about their own feelings or made
the conclusion based simply on the facts could be seen to the eye.
Hence, this suggests that children need the flexibility for seeing
things from a new standpoint by doing away with the

목차 (Table of Contents)

• Ⅰ. 서론 ······························································································ 1
• 1. 연구의 필요성 및 목적 ··············································································· 1
• 2. 연구문제 ······································································································· 8
• 3. 용어의 정의 ································································································· 9
• 4. 연구의 제한점 ··························································································· 11
• Ⅱ. 이론적 배경 ············································································ 12
• 1. 포스트모던 그림책의 개념 및 특성 ······················································ 12
• 1) 포스트모던 그림책의 개념 ································································· 12
• 2) 포스트모던 그림책의 특성 ································································· 13
• 2. 유아의 이야기 이해력 ············································································· 22
• 1) 이야기 이해력의 개념 ········································································· 22
• 2) 이야기 이해력 발달 ············································································· 26
• 3. 창의성 ········································································································· 27
• 1) 창의성의 정의 ······················································································· 27
• 2) 창의성의 구성요인 ··············································································· 29
• 4. 그림책과 유아의 이야기 이해력 ·························································· 33
• 1) 그림책과 유아의 이야기 이해력 ······················································· 33
• 2) 포스트모던 그림책과 유아의 이야기 이해력 ································· 34
• 3) 포스트모던 그림책을 활용한 이야기나누기활동과 유아의 이야기
• 이해력 ···································································································· 35
• 5. 그림책과 유아의 창의성 ········································································· 37
• 1) 그림책과 유아의 창의성 ····································································· 37
• 2) 포스트모던 그림책과 유아의 창의성 ··············································· 39
• 3) 포스트모던 그림책을 활용한 이야기나누기활동과 유아의 창의성
• ···················································································································· 41
• Ⅲ. 연구 방법 ················································································ 43
• 1. 연구 대상 ··································································································· 43
• 2. 연구 도구 ··································································································· 46
• 3. 연구 절차 ··································································································· 55
• Ⅳ. 연구 결과 ················································································ 78
• 1. 포스트모던 그림책을 활용한 이야기나누기활동에서 유아의 이야기
• 이해력 ··········································································································· 78
• 1) 포스트모던 그림책을 활용한 이야기나누기활동이 유아의 이해력에
• 미치는