여아 선호 놀이감 제공이 쌓기놀이 참여도에 미치는 영향 = (The) study of effects of the provision of girl-preferred-toys on the block center on young children's participation in the block play

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the provision of girl-preferred-toys in the block center on young children´s participation in the block center in terms of (a) the number of children´s stopping by in the block center (b) the amount of the time children stays in the block center and (c) the frequency of children´s participation in the block play.
For this purpose, the following questions were addressed.
1. What are the effects of the provision of girl-preferred-toys in block center on the number of children´s stopping by the block center?
2. What are the effects of the provision of girl-preferred-toys in the block center on the amount of the time that children stay in the block center?
3. What are the effects of the provision of girl-preferred-toys in the block center on the number of children´s participation in the block play?
The children participating in this study were a total of 68 children from two classroom of Y preschool located in Pusan, Korea. All of the children in one classroom were assigned to the experimental group (a total of 33 children: 17 boys and 16 girls), and all of the children in the other classroom were assigned to the comparative group (a total of 35 children: 17boys and 16 girls). The children´s age ranged from 51 months to 63 months. In addition, their mean I.Q. index (measured by KISC) was 91.7 point.
The procedures to conduct this study were divided into three parts; the intervention, the observation, and the collection of data. The investigator conducted the intervention by providing girl-preferred-toys in block center of the classroom for the experimental group, but did not do any intervention for the comparative group. The investigator video-taped the block center of each of the two classrooms 8 times(4 times before the intervention and 4 times after the intervention) during the free-activity time. Each of the observations lasted 30 minutes. Then, the investigator and an assistant analyzed the video tapes and recorded the number of the children´s stopping by the block center, and the number of the children´s participation in the block play on the corresponded
observation checklists developed for this study.
The major findings of this study are as below:
First, more children(both boys and girls) in the experimental group stopped by the block center than those in the comparative group after the provision of girl-preferred-toys in the block center. In addition, the ratio of the girls in the experimental group who stopped by the block center before vs. after the intervention increased more greatly, compared to the ratio of the boys in the experimental group.
Second, after the intervention, the amount of the time that the girls in the experimental group stayed in the block center increased more than the amount of the time by the girls in the comparative group. However, the amount of the time that the boys stayed in the block center did not differ between the experimental and comparative groups.
Finally, after the intervention, the number of the girls´ participation in block play in the experimental group increased more than the number of the girls´s participation in the comparative group. However, there is no significant difference between the numbers of the boys´ participation in block play between experimental and comparative groups.
This study showed that even the simple change of the environment of the block center by the provision of the girl-preferred-toys could facilitate girls to be more interested in the block center and to participate in block play. It could be guessed that girls would have great educational and developmental benefits from their increased participation in block plays, based on a number of studies reported the values of the block play. Therefore, this study suggests the need of the development and implementation of effective strategies to encourage girls to do the block play.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 유아놀이와 쌓기놀이의 의의 = 9
• 1) 유아놀이의 의의 = 9
• 2) 쌓기놀이의 의의 = 12
• 2. 쌓기영역의 물리적 환경 구성 = 20
• 3. 쌓기놀이에 관한 선행연구 = 22
• 1) 쌓기놀이의 남·여 선호도 = 22
• 2) 물리적 환경변화와 쌓기놀이 = 26
• Ⅲ. 연구방법 및 절차 = 28
• 1. 연구대상 = 28
• 2. 연구도구 = 30
• 1) 지능검사 = 30
• 2) 참여도 관찰 기록표 = 30
• 3. 연구관찰 및 절차 = 31
• 1) 교실 및 쌓기놀이 영역의 공간구성 = 31
• 2) 블럭의 종류 = 33
• 3) 예비관찰 = 33
• 4) 관찰자 훈련 = 33
• 5) 지능검사 = 34
• 6) 본 관찰 = 34
• 4. 자료분석 = 37
• Ⅳ. 결과 = 39
• Ⅴ. 요약 및 논의 = 53
• 1. 요약 = 53
• 2. 논의 = 56
• 참고문헌 = 62
• 부록 = 70
• ABSTRACT = 75