또래와 함께 그림책 읽기에 따른 유아의 친사회적 선택: 협동과 경쟁 읽기에서의 자원공유 의도 = Children’s prosocial choices after buddy reading: Intention to share resources in cooperative and competitive reading

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out whether four-year-old children differ in their prosocial choices when reading wordless picture books with their peers in different peer interaction conditions. Random assignments of cooperation, competition, or solitary condition were ascribed to six daycare centers and kindergartens located in Seoul, Gyeonggi-do, and Incheon. Analysis was performed on the responses from 115 children’s prosocial choices after reading picture book. As a result of the experiment, children’s prosocial choices exhibited difference according to the context of reading picture book and resource sharing conditions. When reading a picture book in cooperation with peers, the frequency of prosocial choices was higher than those of the competition and solitary conditions. In particular, it was found that children who read in a cooperative context made more prosocial choices than in a competitive context, as there was no cost to share resources with the counterpart. When reading in a cooperative context sharing resources, prosocial choices that allowed a high amount of resources to the buddy were more frequently made under all conditions.
This study provides implications of the influence of buddy reading on the prosociality of young children, and shows that more prosocial choices are made when reading picture books in cooperation than competition contexts. Based on this, it is proposed to plan and implement activities to promote prosocial behaviors of children at educational institutions or at home by promoting a cooperative context.

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