프로젝트 접근법이 만 4ㆍ5세 유아의 사회ㆍ정서 및 창의성 발달에 미치는 효과 = (The) Effectiveness of the Project Approach on Young Children's Socio-Emotional and Creativity Development

다국어 초록 (Multilingual Abstract)

This paper serves to examine the effectiveness of the Project Approach on the socio-emotional and creativity development of young children including those aged 4 and 5 in relation to early childhood education in comparison with the Traditional Approach. To achieve this goal, the following hypotheses have been examined based on other references and research papers undertaken previously.
Hypothesis Ⅰ: There may be a significant difference in the social and emotional development of young children whose educational experience is based on the Project Approach (the experimental group) and by the Traditional Approach (the control group).
Hypothesis Ⅱ : There may be a significant difference in the creativity development of young children whose educational experience is based on the Project Approach compared to those educated using the Traditional Approach.
To verify these hypotheses, 75 children (aged 4 or 5) who are attending S Kindergarten, managed by myself, have been selected as subjects for this study after considering parameters such as their gender, average intelligence quotient and previous educational experiences. The experimental group is composed of 36 children with the control group being composed of 39 children. For children aged 5,18 children composed the experimental group while 19 children composed the control group. For children aged 4, 18 were included in the experimental group and 20 were included in the control group. Then the Project Approach was applied to the experimental group while the control group were subject to the Traditional Approach for 6 weeks. Both groups experienced the same daily routines outside of class time. Tests to measure the intelligence quotient (KISC), social, emotional and creativity development of these approaches. The ANCOVA analysis was performed to examine the hypothesis I and Ⅱ and the interactive effect between the experimental and control groups. The SPSS 8.0 program was used to process the statistics.
Before discussing the interpretation of the result, the major content of the result of this experiment can be summarized as follows.
First, hypothesis I can be accepted as the Project Approach is proven to be more effective (P<.001) than the Traditional Approach in relation to the social and emotional development of young children. Especially for the experimental group of children aged 4, despite the interactive effect, a significant difference in the social and emotional development was proven to exist in this experiment. The experimental group was also more affected by less-important factors (P<.001) than the control group as a significant difference between the two groups in relation to these factors were found to exist, the exception being factors such as the ´stability in school´ and ´internal control´. A large difference can be noticed between the 4 and 5 year age groups in relation to the factors such as the ´independence form the teacher´ and the ´interactive activity with colleagues´. However there is little difference between the two age groups in ´curiosity´ and ´motivation for achievement´, indication that these two factors are both effective in improving the development of the children in both age groups.
Secondly, hypothesis Ⅱ was also proven to be true as the Project Approach was proven to be more effective (P<.01) than the Traditional Approach in relation to the development of creativity of young children. There was great improvement in the development of creativity nor only for children aged 5 but also for children aged 4 throughout this experiment. There was a signigicant difference in the development of fluency (.001) and flexibility and imagination (.01) between the experimental and control groups except in the less-important factor, ´originality´. Therefore, it is proposed that the children who experienced the Project Approach have effectively improved their ´fluency´, ´flexibility´ and ´imagination´ but not their originality. As for the originality factor, there was little difference between the experimental and control groups. However, groups of children aged 4 and 5 showed a different result (P<.01), indicating that children aged 5 are more advanced than children aged 4 in relation to originality.
In conclusion, in this experiment, it has been proven that the Project Approach is more effective in stimulation the social and emotional development and creativity of young children than the Traditional Approach. It is also noteworthy that the Project Approach is just as effective for educating children aged 5 and children aged 4.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 프로젝트 접근법의 개관 및 관련 선행연구 = 8
• 2. 사회·정서 발달의 개념 및 관련 선행연구 = 30
• 3. 창의성 발달의 개관 및 관련 선행연구 = 34
• Ⅲ. 연구방법 = 48
• 1. 연구대상 = 48
• 2. 연구도구 = 49
• 3. 연구절차 = 55
• 4. 자료처리 = 59
• Ⅳ. 결과 및 해석 = 60
• 1. 사회·정서 발달 = 60
• 2. 창의성 발달 = 70
• Ⅴ. 요약 및 논의 = 77
• 1. 요약 = 77
• 2. 논의 = 79
• 참고문헌 = 82
• 부록 = 91
• 영문초록 = 131