패러디 동화 활용방법이 유아의 조망수용능력에 미치는 영향 = (The) Effect of the Fairy Tale Parody Activity on the Early Children's Perspective Taking Abilities

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of the fairy tale parody activity method on the early childrens perspective taking ability. The questions below have been raised for above mentioned purpose.
Research topic: Does fairy tale parody activity method affect early childrens perspective taking abilities?
1. Does fairy tale parody activity method affect early childrens effective perspective taking abilities?
1) Does fairy tale parody activity method affect early childrens reasoning abilities?
2) Does fairy tale parody activity method affect early childrens empathic capacities?
2. Does fairy tale parody activity method affect early childrens perceptual perspective taking abilities?
3. Does fairy tale parody activity method affect early childrens cognitive perspective taking abilities?
Sixty 5 year-old kindergarteners from S Kindergarten located in Dong an-gu An yang si Kyeong ki-do were selected for this study. Each group was comprised of 6 boys and 6 girls, and the groups were divided into one controlled group and 4 comparison groups, numbered 1,2,3,4.
In this study, the testing period was from December 18, 2003 to February 13, 2004. Each session was held approximately for 45 minutes, once a week for 5 weeks, and different experiments suitable for each group were tested.
Perspective reasoning ability of Kurdek & Rogdon (1975) and modified perspective empathic capacities based on the categories from EQ Test, by Lee, Jin Soo (1997) at Seoul University Research Institute, were tested to analyze effective perspective taking abilities. Lastly, Shantz & Watson (1975)s method was used for perceptual perspective taking abilities examination and Selman & Byrned (1974)s method was used for cognitive perspective taking abilities examination.
For verification, means and standard deviations were found first from effective perspective taking abilities tested on each controlled group and comparison group, 1,2,3,4, and One Way Anova was tested with the results of before and after.
The results of the test as follow:
First, the result of early childrens perspective taking abilities showed significant differences among groups, p<.001. There was a significant difference between the group that only original fairy tales were told and group 4, the group with discussion and adaptation activities of original fairy tales and fairy tale parodies, p<.01. Significant difference was shown between group 1, the group with original stories and fairy tale parodies, and group 4, p<05. There was a significant difference between group 2, the group with adaptation activity with original fairy tale, and group 4, p<.05. However, group 3, the group with adaptation activity on original fairy tale and fairy tale parody, showed no significant difference from any other groups.
Second, childrens effective perspective taking ability showed significant differences among groups, p<05. Controlled group and group 1, the group with original fairy tales, showed significant difference from group 3, p<.05, and also showed the difference from group 4, p<.01. Significant difference showed between group 2 and group 4, p<.05.
Third, reasoning ability of childrens perspective taking ability showed significant differences among the groups, p<05. Controlled group showed significant difference from group 3 and 4, p<.05. Group 1 showed significant difference from group 3 and 4, p<.05. However, group 2, group with adaptation activity with original fairy tale, showed no significant difference with any other groups.
Fourth, empathic capacities of early childrens perspective taking abilities showed no significant difference statistically among groups in terms of the effect.
Fifth, perceptual perspective taking ability showed no significant difference statistically in terms of the effect.
Sixth, childrens cognitive perspective taking ability showed significant differences among groups, p<.001. The significant difference showed between controlled group and group 3, p<.01, and also with group 4, p<.001. The difference showed between group 1 and group 4, p<.01 and significant difference showed between group 2 and group 4, group with original fairy tales, p<.05.
Therefore, fairy tale parody activity method demonstrated positive effect on childrens perspective taking abilities.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 5
• C. 용어의 정의 = 6
• D. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• A. 패러디 = 8
• 가. 패러디의 개념 및 특성 = 8
• 나. 패러디 동화 = 11
• 다. 패러디 동화의 교육적 가치 = 12
• B. 조망수용능력 = 15
• 가. 감정조망수용능력 = 16
• 1) 감정추론능력 = 18
• 2) 감정공감능력 = 20
• 나. 지각조망수용능력 = 21
• 다. 인지조망수용능력 = 23
• C. 패러디 동화와 조망수용능력과의 관계 = 26
• 가. 패러디 동화가 유아의 조망수용능력에 미치는 영향 = 27
• 나. 토의 활동과 유아의 조망수용능력 발달과의 관계 = 28
• 다. 동화개작 활동과 유아의 조망수용능력발달과의 관계 = 29
• Ⅲ. 연구 방법 = 31
• A. 연구 대상 = 31
• B. 연구 도구 = 31
• 가. 조망수용능력 검사도구 = 32
• 1) 감정조망수용능력 검사도구 = 32
• 2) 지각조망수용능력 검사도구 = 33
• 3) 인지조망수용능력 검사도구 = 33
• 나. 원작동화와 그 원작에 대한 패러디 동화 = 34
• C. 연구의 절차 = 35
• 가. 예비검사 = 36
• 나. 사전검사 = 36
• 다. 본 연구 = 36
• 1) 실험 설계 = 36
• 2) 실험기간 및 장소 = 37
• 3) 실험 활동 내용과 방법 = 38
• 라. 사후검사 = 41
• D. 자료 처리 = 42
• Ⅳ. 결과 및 해석 = 43
• A. 패러디 동화활동방법이 유아의 조망수용능력에 미치는 영향 = 45
• B. 패러디 동화활동방법이 유아의 감정조망수용능력에 미치는 영향 = 47
• 가. 패러디 동화활동방법이 유아의 감정추론능력에 미치는 영향 = 49
• 나. 패러디 동화활동방법이 유아의 감정공감능력에 미치는 영향 = 51
• C. 패러디 동화활동방법이 유아의 지각조망수용능력에 미치는 영향 = 51
• D. 패러디 동화활동방법이 유아의 인지조망수용능력에 미치는 영향 = 52
• Ⅴ. 논의 및 결론 = 55
• A. 논의 = 55
• B. 결론 = 61
• C. 제언 = 63
• 참고문헌 = 65
• 부록 = 70
• ABSTRACT = 93