3차원 퍼즐 놀이 학습이 유아의 공간 지각 능력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how the development of preschool children's concept of spatial perception was affected by three-dimensional puzzle-based play learning and what difference age and gender made to their ability of spatial perception. For attaining the purpose, the following research questions were posed:
First, what impact does a three-dimensional puzzle learning give on the development of preschool children's spatial perception ability?
Second, what difference does preschool children's age make to their spatial perception ability?
Third, what difference does preschool children's gender make to their spatial perception ability?
The subjects in this study were 80 young children of five or six who were attending Y Kindergarten in Dobong-ku, Seoul. After they were engaged in puzzle play and piling up block, their spatial perception ability was tested. The test results were analyzed with SAS program. The findings of this study were as below:
First, as a result of investigating the influence of the three-dimensional puzzle play on the spatial perception of the preschool children, the three-dimensional puzzle learning significantly served to develop the children's spatial perception ability, including eye-motor skill coordination (t=4.83, p<.00l), perception of form and ground (t=3.49, p<.001) , position-in-space perception (t =2.00, p<.05), perception of spatial relationship (t=3.80, p<.00l), visual discrimination (t=4.30, p<.00l), and visual memory (t=3.00, p<.001). The puzzle learning produced a significant difference to the children's spatial perception ability (t=4.48, p<.00l).
Second, as a result of examining the children's spatial perception ability according to age, the six- year-old children were significantly better, than the five-year-old ones, at spatial perception ability, including perception of form and ground (t=-3.66, p<.00l), perceptual constancy (t=-9.20, p<.00l), and position-in-space perception (t=-9.20, p<.00l). The distinction between the two groups was significant (t=-6.54, p<.00l).
Third, as a result of investigating the children's spatial perception ability by gender, the boy children were more excellent, than the girl children, in perceptual constancy (boy children average: 2.20, girl children average: 2.10) and piling up block according to a given picture (boy children average : 2.45, girl children average: 2.35). The girl children were better, than the boy children, at eye-motor skill coordination(boy children average: 2.75, girl children average : 2.95), position-in-space perception (boy children average: 2.45, girl children average: 2.60), drawing by linking the basic patterns(boy children average: 2.75, girl children average 2.90), and visual memory(boy children average: 2.80, girl children average: 2.95). But gender generated little significant difference to the spatial ability of the two gender groups (t=-0.12, p=.9041).

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구 목적 및 문제 = 3
• C. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• A. 유아의 놀이 학습 = 5
• 1. 퍼즐 놀이 학습 = 6
• 2. 블록 쌓기 학습 = 7
• B. 유아의 공간 지각 능력 = 8
• C. 유아의 공간 지각 능력과 놀이 학습 = 15
• D. 선행 연구 고찰 = 19
• Ⅲ. 연구 방법 = 22
• A. 연구 대상 = 22
• B. 연구 도구 = 23
• C. 연구 절차 = 26
• D. 자료처리 = 27
• Ⅳ. 결과 해석 및 논의 = 28
• A. 결과해석 = 28
• B. 논의 = 36
• Ⅴ. 요약 및 결론 = 38
• A. 요약 = 38
• B. 결론 = 39
• C. 제언 = 41
• 참고문헌 = 42
• ABSTRACT = 48
• 부록 = 51