그림동화책을 통한 토의 및 역할놀이가 유아의 친사회적 행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate influence of process of discussion based on picture storybook and experience of role play activity on prosocial behavior of young children's and to provide fundamental data which can be applied to actual field of childhoode ducation trough observing their change of response to above process.
To achieve purpose of study, following thesis was established.
1. There is any influence of process of discussion based on picture storybook and role play on young children's prosocial behavior?
1-1. Does this process exert influence on young children's ability to control personal emotion?
1-2. Does this process exert influence on young children's ability to build interpersonal relationship?
1-3. Does this process exert influence on young children's ability to adapt to school(or kindergarten)?
2. There is any difference of young children's response to this process?
The object of study consists of 48 children in 5 years old of K kindergarten located in Nam-gu of Incheon metropolitan city. Then they vere divided into experimental group(24 children) and comparative group(24 children) randomly.
Examination process was classified into preliminary inspection,pre-inspection, experiment measure and post inspection, specifically, in expehment measure phase, author read picture storybook to experimental group and conducted discussion and role play activity with them. At same time, author also read picture storybook to comparative group and conducted thematic type of teaching activity based on existing usual teaching plan for kindergarten for overall 10 times(2 times per 1 week during 5 weeks).
To identifv effect of experiment measure, author re-used 'Skill Situation Measures' of McGrinnis & Go1dstein(1990) which had been translated and revised by Lee, Won Young, Park, Chan Ok and Noh Young Hee to test for prosocial behavior as pre and post test.
Then ANCOVA was applied to analyzed results of mean and standard deviation of each pre and post test for prosocial behavior of both group. Moreover, case such as transcription of recording of discussion activity in educational institution for young children's, observation of video of role play and slide was synthesized to interpret its results with reliability based on response category of prosocial behavior in order to examine their state of change in experimental process.
Finally, the results can be summarized like followings;
First, the process of discussion based on picture storybook and role play was shown to improve prosocial behavior of young children's. Specifically, there was significant difference between both group.
Second, the process of discussion based on picture storybook and role play was shown to improve young children's ability to control personal emotion. Specifically, there was significant difference between both group.
Third, the process of discussion based on picture storybook and role play was shown to improve young children's ability to build interpersonal relationship. Specifically, there was significant difference between both group.
Fourth, the process of discussion based on picture storybook and role play was shown to improve young children's ability to adapt to school(or kindergarten). Specifically, there was significant difference between both group.
Fifth, considering results of their response occurring in course of process, more frequency of applying its process showed positive effect on understanding of problem situation, expression ability and discussion skill. Additionally, young children's could improve ability to control personal emotion and build interpersonal relationship, which caused amicable human relations and ability to adapt to school(or kindergarten) to be improved through role performance, social interaction and linguistic communication by considering hero or other party's position and emotionand inferring results of behavior.
Conclusively, it can be said that activity of reading picture storybook with prosocial subject, empathic inference-oriented discussion and role play provides motivation to control their own feelings emotionally, understand other's feelings and give consideration to them. Thus this teaching method is device to exert positive influence on building of harmonious interpersonal relationship, improvement of prosocial behavior.

목차 (Table of Contents)

• 목차 = ⅰ
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 용어의 정의 = 5
• II. 이론적 배경 = 7
• 1. 그림동화책 읽기와 유아의 토의활동 = 7
• l) 그림 동화책의 교육적 의의 = 7
• 2) 교육방법으로서의 토의 활동 = 10
• 2. 역할놀이 = 13
• 1) 역할놀이의 개념 = 13
• 2) 역할놀이의 교육적 효과 = 16
• 3. 친사회적 행동 = 18
• l) 친사회적 행동의 개념 = 18
• 2) 친사회적 행동의 유형 = 21
• 3) 친사회적 행동에 관련된 선행연구 = 22
• III. 연구 방법 = 26
• 1. 연구 대상 = 26
• 2. 연구 도구 = 27
• 3. 연구 절차 = 33
• 4. 자료 처리 = 38
• IV. 결과 및 해석 = 39
• 1. 그림동화책을 통한 토의 및 역할놀이가 유아의 친사회적 행동에 미치는 영향 = 39
• 2. 그림동화책을 통한 토의 활동 및 역할놀이 활동 중 나타난 유아들의 반응 = 48
• V. 논의 및 결론 = 66
• 참고문헌 = 71
• ABSTRACT = 76
• 부록 = 80