또래 지도 아동의 상호작용을 통한 조형놀이가 정신지체아의 충동성 감소에 미치는 효과 = (The) Effect of the Formative Playing through Interaction among the Guiding Children of an Age on the Decrease of the Mentally Retarded Children's Impulsive Behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study was to decrease the impulsive behavior which was one of attentive disorders frequently appeared in the mentally retarded by applying the formative playing program through the children's interactions. The specific goals to accomplish this purpose were ; First, to identify the effect of the formative playing activities on the mentally retarded children's self-control ability. Second, to identify the effect of the same activities on the children's impulsive disposition (self -deviation behavior).
The subjects of the study were the moderate mentally retarded attending the third grade at D Special School in Kyonggi-do. The program was 15 items which was made by myself and capable of activating by the retarded after referring to "Manufacturing Activity Program helping concentration and recognition development" (Ran, ki-jung, 1997). Each items were composed to testify the degree of difficulty.
This program was carried out from May 15 to June 17, 2000 for six weeks. The training time was 20 times every round from 15:30 after school at monday, wednesday and friday after organizing the scene which the guiding children of an age and the subject children were playing together at the playground and or teacher's classroom. The researcher observed the subject children's behaviors and then identified the degree of variations of self-control level (by Kendell and Wilcox's Self-Control Ability Test(SCRS) as pre- and post-test) as an average and percentage.
The results of the above study were as follows ; First, the formative activities through peer guiding had an effect on the increase of the mentally retarded children's self-control degree. Both the guiding children and subject children showed a positive variations; the guiding skill, concentration methods, and enforcement selection and practicing skill was refined and also sociality from interaction was improved. Second, the activities had an effect on the decrease of the position deviation behavior of the children. When the formative and concrete playing activities was provided, the mentally retarded children's self-examination and concentration could be promoted.
From the above results, my suggestions were First, the following research should be developed in order to apply the formative activity program to the special education fields according to disorder degree and recognition level. Second, the more peer learning and inter-adjustment teaching activities could be promoted at the special education fields because the effect of the formative activities was proved to be useful to exchange help each other at the special schools.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 정신지체아와 조형놀이활동 = 5
• 2. 정신지체아의 또래학습 = 10
• 3. 정신지체아와 충동성 = 12
• Ⅲ. 연구 방법 = 16
• 1. 연구 대상 = 16
• 2. 연구 설계 = 20
• 3. 연구 도구 = 21
• 4. 연구 절차 = 22
• 5. 자료의 처리 = 25
• Ⅳ. 연구 결과 및 논의 = 26
• 1. 정신지체아동의 자아통제력 수준 = 26
• 2. 놀이활동에 따른 아동별 특성과 자리이탈행동 = 28
• Ⅴ. 결론 및 제언 = 44
• 1. 결론 = 44
• 2. 제언 = 44
• 참고문헌 = 46
• 영문초록 = 49
• 부록 = 51