자연친화적인 실외환경에서의 놀이활동이 유아의 자아개념과 친사회적 행동에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to adapt play activities eco-friendly outdoor environment to children development by mediating more appropriate educational role by new understand and approach to eco-friendly outdoor environment by testifying what effect is derived on children’s self concept and society-friendly behavior from play activities in eco-friendly outdoor societies.
The subjects were five years old fifty children, and it was composed of experimental group with play activities in eco-friendly outdoor environment and comparative group with play activities in artificial outdoor environment. Process of play activities were proceeded with play activities in eco-friendly outdoor environment for eight weeks total 16 times and with pre- and post-test.
In this study, self concept test was used which was translated and modified by Choon Geum Lim(1995) and behavior test tool for society-friendly behavior which was translated by Won Young Lee, Chan Ok Park and Young Hee Noh(1993).
As for experimental treatment activities, 16 times of play activities were done on experimental group in eco-friendly outdoor environment and on comparative group in artificial play activities. Self concept and society-friendly behavior test was done before and after experimental activities, and hypothesis were testified by ANOVA by SPSS/PC+.
The results of this study was gotten as follows;
First, there were significant differences in increase of emotional self concept, social self concept and physical self concept among self concept sub-factors of comparative group with play activities in artificial outdoor environment and experimental group with play activities in eco-friendly outdoor environment. Therefore, play activities in eco-friendly outdoor environment gave influence on emotional self concept, social self concept and physical self concept, except their cognitive self concept.
Second, there was significant difference in increase of society-friendly behavior between experimental group and comparative group. Therefore, play activities in eco-friendly outdoor environment influenced on their increase of society-friendly behavior. In other words, among the sub-factors of society-friendly behavior experimental group showed increase in the test including individual emotion regulation abilities, personal relation formation abilities and school adaption abilities. Play activities in eco-friendly outdoor environment will be effective if it is used as a method to increase society-friendly behavior and self concept(emotiona1, social and physical) of them.
With all of the limit factors in this study, I’d like to suggest for following studies as follows;
First, this study was done only for children over five years, but we need study whether it is effective to children of different ages.
Second, we need to develop eco-friendly outdoor environment and concept settlement of outdoor play ground of modernized meaning. Especially, activities related with environment protection should be done together.
Third, among the process of play activities in this study, there were many of children’s research activities. Therefore, we can expect testification through these activities in science education as well.
Fourth, one of the most difficult factors in this study was lack of parents‘ recognition because most of them were outdoor activities. It was difficult for natural activities by excessive protection and fear of safety. Therefore, we need to have parents’ education to change their recognition.

목차 (Table of Contents)

• 목차
• I.서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 및 가설 = 5
• 3. 용어의 정의 = 6
• II. 이론적 배경 = 8
• 1. 유아의 사회성 발달과 놀이 = 8
• 2. 실외 놀이환경의 교육적 의의 = 10
• 3. 자아개념과 친사회적 행동 = 14
• 4. 놀이환경이 유아의 자아개념과 친사회적 행동에 미치는 영향 = 16
• 5. 선행 연구의 고찰 = 27
• III. 연구 방법 = 31
• 1. 연구 대상 = 31
• 2. 연구 도구 = 31
• 3. 연구 절차 = 34
• 4. 자료 처리 = 38
• IV. 결과 및 해석 = 40
• 1. 가설 1-1의 검증 = 40
• 2. 가설 1-2의 검증 = 41
• 3. 가설 1-3의 검증 = 41
• 4. 가설 1-4의 검증 = 42
• 5. 가설 2-1의 검증 = 43
• 6. 가설 2-2의 검증 = 44
• 7. 가설 2-3의 검증 = 45
• V. 논의 = 46
• VI. 결론 = 50
• 1. 요약 = 50
• 2. 결론 = 50
• 3. 제언 = 51
• 참고문헌 = 52
• 영문초록 = 59
• <부록1>자아개념 검사도구 = 61
• <부록2>자아개념 검사지 = 68
• <부록3>친사회적 행동 검사도구 = 69
• <부록4>친사회적 사고의 반응의 범주 = 74
• <부록5>자연친화적인 실외환경에서의 놀이활동 = 77
• <부록6>자연친화적인 실외환경에서의 놀이활동 사례 = 93
• <부록7>자연친화적인 실외환경에서의 놀이활동 사진 = 98