협동화 그리기 활동이 유아의 친사회적 행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aimed to find out the effectiveness of cooperative small group learning through collaborative drawing activities on a child's pro-social behavior. With regard to the study, the following research tasks were established;
1. Would the cooperative drawing activities have a meaningful effect on a child's pro-social behavior?
2. Would the effect of the cooperative drawing activities on a child's pro-social behavior be different according to a child's age?
The subject of the study were 30 four-year-old(15 in experimental group and 15 in comparative group) and 30 five-year-old children(15 in experimental group and 15 in comparative group) at J preschool in Seoul. To check the level of pro-social behavior between the two groups, a pretest was conducted, and after confirming that there was not any difference, the experiment was performed. The experimental groups were provided art activities, which made cooperative small group learning possible through collaborative drawing activities. The comparative groups were given art activities, which were composed of individualized activities. Each activity was performed 10 times. After the experiment, a post test was implemented to find out whether there was any difference in pro-social behavior between the experimental and comparative groups. After the art activities, both groups received a pro-social behavior test and then the results were compared. The M(Mean) and SD(Standard Deviation) of each group were produced from t e pretests and post tests of the child's pro-social behavior which was tested in both the experimental and comparative groups. The difference between the groups was then analysed by T-verification. In the analysis of difference according to a child's age, the difference of mean in the score of the pretest and post test on pro-social behavior was verified.
The results of the study were as follows.
First, the children in the experimental groups, who had cooperative drawing activities showed a meaningfully higher score in pro-social behavior than those in the comparative groups, who didn't have cooperative drawing activities. Therefore, it can be said that the cooperative drawing activities improved the level of a child pro-social behavior in experimental groups.
Second, the children in experimental groups, who had cooperative drawing activities showed a meaningfully higher score in adaptation capacity to preschool than those comparative groups. Therefore, it can be said that the cooperative drawing activities improved the level of a child's adaptation capacity in the experimental groups.
Third, the children in experimental groups, who had cooperative drawing activities showed a meaningfully higher score in the ability of interpersonal relationship formation than in those comparative groups. Therefore, it can be said that the cooperative drawing activities improved the level of a child's competence in interpersonal relationship formation in the experimental groups.
Fourth, there was not a meaningful difference in the score of competence of individual emotional control between the children in experimental groups, who had the cooperative drawing activities and those in comparative groups, who didn't have such activities.
Fiifth, there was not a meaningful difference in pro-social behavior between four-year-old and five-year-old children in the experimental groups, who experienced cooperative drawing activities. Therefore, it can be said that the cooperative drawing activities improved the level of pro-social behavior in both four and five-year-old children equally.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 용어의 정의 = 5
• 1. 협동화 그리기 활동 = 5
• 2. 친사회적 행동 = 5
• C. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• A. 협동 활동 = 6
• 1. 협동활동의 개념 = 6
• 2. 협동활동의 교육적 의의 = 8
• 3. 협동화 그리기 활동 = 11
• B. 친사회적 행동 = 13
• 1. 친사회적 행동의 정의 = 13
• 2. 친사회적 행동의 발달 = 18
• 3. 협동화 그리기 활동과 친사회적 행동과의 관계 = 22
• Ⅲ. 연구문제 및 가설 = 24
• Ⅳ. 연구방법 = 25
• A. 연구대상 = 25
• B. 검사도구 = 25
• C. 연구절차 = 28
• 1. 예비검사 = 28
• 2. 사전검사 = 28
• 3. 실험처치 = 29
• 4. 사후검사 = 31
• D. 채점 및 통계 처리 = 34
• 1. 채점방법 = 34
• 2. 통계처리 = 34
• Ⅴ. 결과 및 해석 = 35
• A. 협동화 그리기 활동이 유아의 친사회적 행동에 미치는 영향 = 35
• 1. 협동화 그리기에 따른 유아의 유치원 적응 능력 = 36
• 2. 협동화 그리기에 따른 유아의 대인 관계 형성 능력 = 37
• 3. 협동화 그리기에 따른 유아의 개인 정서 조절 능력 = 38
• B. 유아의 친사회적 행동과 연령 = 39
• Ⅵ. 논의 및 결론 = 42
• A. 요약 = 42
• B. 논의 및 결론 = 44
• C. 제언 = 46
• 참고문헌 = 48
• Abstract = 53
• 부 록 = 56