사회극놀이가 유아의 친사회적 행동에 미치는 영향 = The effects of young children's prosocial behavior by experiencing a Sociodramatic play

다국어 초록 (Multilingual Abstract)

The main purpose of this study is to ascertain the effects of children's prosocial behavior and to observe the change of children's dramatic play content by experiencing a Sociodramatic play.
The subjects for this study were 56 5-year-old children at H kindergarten located in Kwanak-gu, Seoul, Korea and were randomly selected. In order to get the reliable results, the subjects were separated into two groups: one is an experimental group composed of 29 children and the other is a comparative group composed of 27. For 6 weeks, 5 Sociodramatic plays after choosing 4 famous fairy tales were showed to the experimental group. In contrast, the same fairy tales were read to the comparative group without showing the Sociodramatic play.
The following research questions and hypothesis were examined in this study:
Research Question 1
: Are there any differences about children's prosaical behavior depending on their experiences of the Sociodramatic play?
Hypothesis in Question 1
1-1. The children in the experimental group who participated in the Sociodramatic play would achieve higher scores at controlling their individual emotions than those in the comparative group.
1-2. The children in the experimental group who participated in the Sociodramatic play would achieve higher scores at relationship with other children than those in the comparative group.
1-3. The children in the experimental group who participated in the Sociodramatic play would achieve higher scores at adapting for school life than those in the comparative group.
Research Question 2
: Are there any changes about the content of the Sociodramatic play as the Sociodramatic plays proceed?
Hypothesis in Question 2
2-1. As the Sociodramatic plays proceed, there would be changes in children s roles, Make-Believe transformations (Objects, Actions, Situation), social interaction, persistence of the play and verbal communication in the aspects of the contents of the Sociodramatic play.
The methods used in this research are the test based on the prosocial behavior and observation on the dramatic play content. The Skill Situations which Lee W. Y. had used for the study of the children's social development program in 1992 were used for the test based on the prosocial behavior. The observation on the dramatic play content was preceded by the Smilansky's Sociodramatic play inventory.
The children's reactions through the pre-test and post test were scored by test standards, and the collected data were analyzed by t-test and ANCOVA test using SPSS for Windows 10.0 program.
The collected data were analyzed in the order of frequency by Smilansky's Sociodramatic play inventory to find out whether there are any differences about the content of the dramatic play or not by proceeding the dramatic play. The duration of the play was checked by time.
The main results obtained from this study are summarized as follows:
1. The children in the experimental group who participated in the Sociodramatic play achieved higher scores at controlling their individual emotions than those in the comparative group.
2. The children in the experimental group who participated in the Sociodramatic play achieved higher scores at relationship with other children than those in the comparative group.
3. The children in the experimental group who participated in the Sociodramatic play achieved higher scores at adapting for school life than those in the comparative group.
4. As the Sociodramatic plays proceed, the study observed the changes in children s roles, Make-Believe transformations (Objects, Actions, Situation), social interaction, persistence of the play and verbal communication in the aspects of the contents of the Sociodramatic play.

목차 (Table of Contents)

• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 용어의 정의 = 4
• 1. 사회극놀이 = 5
• 2. 친사회적 행동 = 5
• C. 연구의 제한점 = 6
• II. 이론적 배경 = 7
• A. 사회극놀이 = 7
• 1. 사회극놀이의 특성과 발달 = 7
• 2. 사회극놀이의 교육적 가치 = 16
• 3. 사회극놀이 교수 방법 = 22
• B. 친사회적 행동 = 23
• 1. 친사회적 행동의 개념 = 23
• 2. 친사회적 행동의 유형 = 28
• 3. 친사회적 행동의 발달 = 30
• C. 선행 연구 = 34
• III. 연구문제 및 가설 = 37
• IV. 연구방법 = 38
• A. 연구대상 = 38
• B. 검사 도구 = 39
• 1. 친사회적 행동 검사 = 39
• 2. 사회극놀이 관찰 분석도구 = 40
• C. 연구절차 = 42
• 1. 사전 검사 = 43
• 2. 교사 훈련 = 43
• 3. 집단 구성 = 43
• 4. 본 활동 = 44
• 5. 사후 검사 = 48
• D. 자료분석 및 통계처리 = 48
• 1. 자료분석 = 48
• 2. 통계처리 = 49
• V. 연구결과 및 해석 = 50
• 1. 사회극놀이 활동 경험의 유무에 따른 친사회적 행동의 차이 = 50
• 2. 사회극놀이 활동의 진행에 따른 유아의 극놀이 내용의 변화 = 54
• VI. 논의 및 결론 = 75
• A. 요약 = 75
• B. 논의 및 결론 = 77
• C. 제언 = 80
• 참고문헌 = 81
• Abstract = 85
• 부록 = 89