집단조형 활동놀이가 유아의 창의성과 친 사회적 행동에 미치는 영향 = (The) Effects of the Group Formative Art Activities on Young Children's Creativity and Pro-Social Behaviors

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate what effects the group formative art activities and individual formative art activities have on young children's creativity and pro-social behaviors. For this purpose, research subjects are established as follows :
A. What effects do group formative art activities and individual formative art activities have on the development of young children's creativity ?
A-1. What effects do group formative art activities and individual formative art activities have on the development of young children's fluency as the sub-factor of creativity ?
A-2. What effects do group formative art activities and individual formative art activities have on the development of young children's oringinality as the sub-factor of creativity ?
A-3. What effects do group formative art activities and individual formative art activities have on the development of young children's abstract of the title as the sub-factor of creativity ?
A-4. What effects do group formative art activities and individual formative art activities have on the development of young children's elaboration as the sub-factor of creativity ?
A-5. What effects do group formative art activities and individual formative art activities have on the development of young children's the resistance to hasty conclusion as the sub-factor of creativity ?
B. What effects do group formative art activities and individual formative art activities have on young children's pro-social behaviors, such as control of personal emotion, building of interpersonal relations, and adaptability to the kindergarten environment ?
B-1. What effects do group formative art activities and individual formative art activities have on young children's ability to control their personal emotion among other factors of pro-social behaviors ?
B-2. What effects do group formative art activities and individual formative art activities have on young children's ability to build the interpersonal relations among other factors of pro-social behaviors ?
B-3. What effects do group formative art activities and individual formative art activities have on young children's ability to adapt themselves to the kindergarten environment among other factors of pro-social behaviors ?
To conduct this research project, 34 young children were selected from a private art institute which is located in Incheon. They are two groups of less than 5 year old children. One group of 17 children is designated as an experimental group, and the other group of 17 as a comparative group.
The research, which consists of group activities and individual activities, has been conducted for a total of ten weeks from the first week of November to fourth week of January 2002. The test was arranged for young children's art class once a week, with one class taking about 50 minutes. After figuring out the problem in a large group, young children were given some materials for each group and participated in their activities.
In the research, TTCT(Torrance Tests of Creative Thinking) developed by E. Paul Torrance to measure young children's creativity was used in the pretest and posttest. The statistical data processing for creativity was made by the total score of its low-level variables such as fluency, uniqueness, elaborateness, and resistance to hasty conclusion.
In addition a test developed by Lee Wong Young, Park Chan Ok, and Ro Young Hee (1992- 1993) to measure young children's pro-social behaviors was used in the pretest and posttest. The statistical data processing for pro-social behaviors was made by the total score of its low-level variables such as control of personal emotion, building of interpersonal relations, and adaptability to the kindergarten environment.
For the purpose of examining the differences between the experimental and comparative groups t-test was conducted, with the level of significance at α=05.
The result of this research can be concluded as follows:
A. The effects the group and individual activities have on young children's creativity.
The score of creativity showed the significant difference between the experimental group and control group.
First , the total mean score of the creativity of the experimental group(X￣=132.35)was higher than that of the control group(X￣=115.52). The difference between the two groups was statistically significant.(t = 2.25, p<.05).
Second, the mean score of the experimental group (X = 141.23)was higher than that of the control group(X￣= 120.00) in the originality of creativity(t=3.19, p<.05).
Third, the mean score of the experimental group(X￣= 91.70) was higher than that of the control group(X￣= 67.41) in the abstract title of the creativity(p = .075), but it was not statistialy siginificant.
Fourth, the mean score of the experimental group(X￣ = 151.42) was higher than that of the control group (X￣ = 139.70) in the elaboration of the creativity(t = 3.01, p<.05).
Fifth, the mean score of the experimental group(X￣=77.70)was higher than that of the control group(X￣ = 63.47) in the resistance to hasty conclusion (t = 2.87, p<.05).
B. The effects the group and individual activities have on young children's pro-social behaviors.
The score of pro-social behaviors showed that the significant difference between the experimental group and control group. The average score of the experimental group was 4.74 and that of control group was 3.84. Therefore, these activities had affirmative effects on young children's pro-social behaviors as follows:
First, the development of personal emotion control was higher in the experimental group(4.64) than in the control group(3.82), which means the significant difference (t=3.58, p=.00).
Second, children in the experimental group(4.94) showed more increases in the building of interpersonal relationships than do those in the control group (4.05), (t=8.18, p=.00).
Third, children in the experimental group(4.64) show mere increases in the adaptability to the kindergarten environment than do those in the control group (3.64), (t=4.44, p=.00).
Thus, it can be concluded that the group activities and individual activities have had a considerable effect on young children's pro-social behaviors, such as control of personal emotion, building of interpersonal relations, and adaptability to the kindergarten environment.
There are some suggestions for further study on the basis of this research.
First, The research, which was limited for a short-term of ten weeks, needs a long-term study to find out further influence of these activities on young children's creativity and pro-social behaviors.
Second, teachers play important roles in application of these activities on young children. So, Teachers need to design outstanding programs which can be applied to actual activities.
More concrete and various research in this area should be done.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구문제 = 5
• 4. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 유아의 조형활동 = 8
• 가. 유아 조형활동의 개념 = 8
• 나. 유아 조형활동의 중요성 = 9
• 다. 유아기 조형의 발달단계 = 12
• 2. 개별 조형활동과 집단 조형활동과의 관계 = 15
• 가. 개별 조형활동과 집단 조형활동의 성격 = 15
• 나. 집단 조형활동이 유아에게 미치는 영향과 교사의 역할 = 18
• 다. 집단 조형활동과 친 사회적 행동과의 관계 = 25
• 3. 유아의 창의성과 친 사회적 행동 = 27
• 가. 유아의 창의성 = 27
• 나. 친 사회적 행동의 개념 = 31
• 다. 친 사회적 행동의 유형 = 32
• 라. 친 사회적 행동의 발달이론 = 35
• 4. 선행 연구 고찰 = 36
• Ⅲ. 연구의 방법 = 39
• 1. 연구의 대상 = 39
• 2. 연구의 설계 = 39
• 3. 연구의 도구 = 40
• 가. 창의성 검사 = 40
• 나. 친 사회적 행동 검사 = 43
• 4. 연구의 절차 = 44
• 가. 사전검사 = 44
• 나. 실험과정 = 46
• 다. 사후검사 = 49
• 5. 자료의 검증 = 49
• Ⅳ. 결과 해석 및 논의 = 50
• 1. 집단 조형활동 놀이가 유아의 창의성에 미치는 영향 = 50
• 가. 집단 조형활동 놀이가 유창성에 미치는 영향 = 51
• 나. 집단 조형활동 놀이가 독창성에 미치는 영향 = 52
• 다. 집단 조형활동 놀이가 제목의 추상성에 미치는 영향 = 53
• 라. 집단 조형활동 놀이가 정교성에 미치는 영향 = 54
• 마. 집단 조형활동 놀이가 성급한 종결에 대한 저항에 미치는 영향 = 55
• 2. 집단 조형활동 놀이가 유아의 친 사회적 행등에 미치는 영향 = 56
• 가. 집단 조형활동 놀이가 개인정서 조절능력에 미치는 영향 = 57
• 나. 집단 조형활등 놀이가 대인관계 형성 조절 능력에 미치는 영향 = 58
• 다. 집단 조형활동 놀이가 유치원 적응능력에 미치는 영향 = 59
• Ⅴ. 요약 및 결론 = 61
• 1. 요약 = 61
• 2. 결론 및 제언 = 64
• 참고문헌 = 67
• ABSTRACT = 71
• 부록 = 76