손끝놀이 프로그램이 정신지체아동의 시지각발달에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine how the Fingertip Handcraft Program has effects on the Visual-Perception Development of children with mental retardation.
The subjects are two children with slightly mental retardation, who are have difficulties in learning and daily life. The one subject is the 1st grade student of B-Elementary School in South Jeolla Province. The other subject is a kindergarten pupil in the same area.
The Fingertip Handcraft Program used for this study was reconstructed by the researcher, based on the Fingertip Handcraft Program introduced in the research(2000) by Ha, Jeongyeun and Kim, Eunjoo and Montessori's Daily Life Training. The Fingertip Handcraft Program was practiced 25 times totally, from May 11th until July 14th 2004.
The K-DTVP-2(Korean Development Test of Visual Perception : Moon, Suback · Yeo, Kwang Eung · Jo, Yong Tae, 2003) was used as the test instrument for this study. The test was practiced before and after this study. The data was analyzed by the method of the descriptive statistics(differences and graph).
The summarized results are as follows:
1. The Fingertip Handcraft Program has affirmative effects on the every sub-categories of visual perception capacity - Eye-Hand Coordination, Position in Space, Copying, Figure-Ground, Spatial Relations, Visual Closure, Visual-Motor Speed, Form Constancy. The points in the sub-categories were highly increased from 1SD to 3SD, which include Eye-Hand Coordination, Spatial Relations, Form Constancy. The points in the rest of the subcategories were also increased highly, but there were some differences between the two children.
2. The total comprehensive points were increased highly over 1SD-2SD in the categories of General Visual-Perception, Motor Reduced Speed, Visual Motor Integration.
In conclusion, the Fingertip Handcraft Program had affirmative effects on the visual-perception development of the mentally retarded children.

목차 (Table of Contents)

• 목차
• ABSTRACT = ⅴ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 지각의 발달 = 5
• 2. 정신지체아동의 시지각발달 특성 = 8
• 3. 손끝놀이 = 9
• 1) 손끝놀이의 유래 = 9
• 2) 손끝놀이의 교육적 가치 = 11
• 4. 정신지체아동의 시지각발달 관련 선행연구 = 13
• Ⅲ. 연구방법 = 16
• 1. 연구설계 = 16
• 2. 연구대상 = 16
• 3. 종속변인 측정도구 = 17
• 4. 연구절차 = 20
• 1) 사전검사 실시 = 20
• 2) 손끝놀이 프로그램 실시 = 20
• 3) 사후검사 실시 = 22
• 5. 자료분석 = 22
• Ⅳ. 연구결과 = 23
• 1. 시지각발달 하위영역별 결과 = 23
• 1) A아동의 하위검사 결과 = 23
• 2) B아동의 하위검사 결과 = 26
• 2. 종합결과 = 29
• Ⅴ. 논의 및 제언 = 32
• 1. 논의 = 32
• 1) 하위영역별 결과에 대한 결과 = 32
• 2) 종합결과에 대한 결론 = 33
• 2. 제언 = 35
• 참고문헌 = 37
• 부록 = 40