전통놀이가 유아의 기초적 수학개념 발달에 미치는 영향 = (A) Study of the Effects of Traditional Games on the Development of Infant's Basis of Mathematical Concept

다국어 초록 (Multilingual Abstract)

This study seeks to find out the effects of traditional games on the development of infant's basis of mathematical concept.
For the purpose of the research, the infants, 40 subjects of four years, were divided into two groups, the experimental group and the control group. The former has experienced traditional games and the latter has learned the free selection activities of various fields. Then two groups are compared and distinguished.
Experimental treatment was performed as follows: for seven weeks from August 30, 1999 to October 15, 1999, infants of experimental group have experienced the traditional games five times a week, especially twelve times of "Four-Stick Game" or "Yuch", six times of "Throwing Sticks like Arrows inro a Jar or Bottle", and twelve times of " Jackstone" in stead of the free selection activities of various fields. So every infant should experience the traditional games thirty times totally. The process of this study is Pre-Experimental Test(or Pilot Study), Pretest, Experimental Treatment, Posttest by turns.
The evaluation methods of Pretest and Posttest is estimated by the total scores of basis of mathematical concept and the five variables including the subvariables such as classification, sequence, number, space, and measurement. Data processing follows the pretest and posttest Then the T-test is performed by seeking average and standard deviation.
The following are extracted from my research.
It turns out to be a significance between the experimental group experiencing the traditional games and the control group of the free selection activities of various fields(t=3.24 p<05). In other words, the traditional games promote the infant's basis of mathematical concept.
For details, the first mathematical concept, classification, turns out to have a significance(t=2.44, p<05). The second one, sequence, turns out not to have a significance(t=.41, p>.05). The third one, number, turns out to have a significance(t=4.1, p<.05). The fourth one, space, turns out to have a significance(t=3.2, p<.05). The last one, measurement, turns out not to have a significance(t=.46 p> .05).
It is true to say that there is to have a significance between the experimental group and the control group in sense of total scores of the infant's basis of mathematical concept but in case of subvariables such as classification, number, and space, the former is higher that the latter.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구문제 = 3
• 4. 용어의 정의 = 4
• 5. 연구의 제한점 = 4
• Ⅱ. 이론적 배경
• 1. 전통놀이 = 5
• 가. 유아놀이의 인지적 가치 = 6
• 나. 전통놀이의 교육적 가치 = 7
• 다. 전통놀이의 유래 = 10
• 2. 유아 수학 교육 = 12
• 가. 유아 수학교육의 목적 및 내용 = 13
• 나. 유아 수학적 사고의 특성 = 14
• 다. 유아 수학교육의 방법 = 15
• 3. 전통놀이와 수학적 의의 = 17
• 가. 윷놀이 = 17
• 나. 투호 놀이 = 17
• 다. 공기놀이 = 18
• 4. 선행연구 고찰 = 18
• Ⅲ. 연구 방법
• 1. 연구 대상 = 20
• 2. 실험설계 = 20
• 3. 연구도구 = 21
• 가. 검사도구 = 21
• 나. 유아전통놀이 선정 = 21
• 다. 평가 방법 = 22
• 4. 연구절차 = 22
• 가. 예비검사 = 22
• 나. 평가자 훈련 = 23
• 다. 사전검사 = 23
• 라. 실험처치 = 24
• 마. 사후검사 = 25
• 5. 자료처리 = 25
• Ⅳ. 결과 및 해석
• 1. 유아의 기초적 수학개념 발달에 미친 영향 = 26
• 가. 유아의 기초적 수학개념 중 분류개념 = 26
• 나. 유아의 기초적 수학개념 중 서열개념 = 27
• 다. 유아의 기초적 수학개념 중 수 개념 = 28
• 라. 유아의 기초적 수학개념 중 공간개념 = 29
• 마. 유아의 기초적 수학개념 중 측정개념 = 30
• Ⅴ. 논의 및 결론
• 1. 요약 = 31
• 2. 논의 및 결론 = 32
• 참고문헌 = 34
• ABSTRACT = 38
• 부록 = 41