갈등상황에 대한 토의가 유아의 친사회적 행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of discussions about conflict at group meetings conducted jointly by the teacher and children regarding the children's prosocial behavior. To achieve this objective, 60 six-year-old children were randomly selected at Y kindergarten, located in Dong-Jak ku, Seoul. Thirty of them were assigned to the experimental group and the other Thirty to the control group.
The experimental group children participated in discussions about conflict at group meetings which were based on prosocial behavior.
In order to determine the effects of the treatment, a pre-test and a post-test were given to each child. The collected data were analyzed using a t-test of independent samples.
In the process of discussion, in order to find out the change of children's response, all of the discussion had been recorded and noted down.
The results of this study were as follows:
1. The children in the experimental group who underwent discussions about conflict at group meetings were better at controlling their individual emotions than those in the control group.
2. The children in the experimental group who underwent discussions about conflict at group meetings were better able to relate to other children than those in the control group.
3. The children in the experimental group who underwent discussions about conflict at group meetings adapted to school life better than those in the control group.
4. In the all discussion processes of the conflict problem solving, children showed so much changes.
For example, in the phase of the conflict problem recognition and representation, children recognized the problem simply and implicitly at first, but later, they could consider it complicatedly and explicitly in accordance with the context of the problem through the process of discussion.
In the phase of the conflict resolution, children responded few resolutions of conflict problem at first, but later, they could suggest some complex and various resolutions through the process of discussion.
In the phase of the generalization, children could apply and transfer the problem solving strategies to the other situation in process of time.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• Ａ. 연구의 필요성 및 목적 = 1
• Ｂ. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• Ａ. 갈등 = 8
• 1. 갈등의 개념 = …8
• 2. 갈등의 유형 = 11
• B. 갈등상황에 대한 토의 = 16
• 1. 갈등상황에 대한 토의 = 16
• 2. 갈등상황에 대한 토의방법 = 17
• C. 친사회적 행동 = 20
• 1. 친사회적 행동의 개념 = 20
• 2. 친사회적 행동의 유형 = 25
• D. 선행 연구 = 28
• Ⅲ. 연구문제 = 32
• Ⅳ. 연구방법 = 33
• Ａ. 연구대상 = 33
• Ｂ. 연구도구 = 34
• Ｃ. 연구절차 = 42
• Ｄ. 자료의 처리 = 44
• Ⅴ. 결과 및 해석 = 46
• Ａ. 갈등상황에 대한 토의가 유아의 친사회적 행동에 미치는 효과 = 46
• Ｂ. 갈등상황에 대한 토의과정 중 나타난 유아의 반응분석 = 50
• Ⅵ. 논의 및 결론 = 77
• Ａ. 요약 = 77
• Ｂ. 논의 및 결론 = 79
• Ｃ. 제언 = 82
• Ⅶ. 참고문헌 = 84
• ABSTRACT = 98
• <부록> = 101
• <부록 1> 친사회적 행동 검사 = 102
• <부록 2> 활동 계획안 = 107
• <부록 3> 갈등상황에 대한 유아의 반응 = 114
• <부록 4> 갈등상황 그림자료 = 143