유아의 상상놀이에서 주도적 - 추종적 놀이스타일에 대한 연구 = Play Styles in Pretend Play of Preschool Children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify characterisitics of leader-follower play styles adapted by preschoolers to construct and maintain social pretend play. Another purpose was to investigate the relationship between play styles and social competence. The subject in the study were 46 Korean-American preschool children, the mean age being 48 months. They were selected from two day care centers located in the Koreatown area of Los Angeles. Each child was paired with a self-chosen playpartner and toys were provided to facilitate social pretend play. their play was videotaped for 20 minutes. The videotapes were transcribed and segmented into one minute intervals. Then, the transcripts were coded for complexity of social pretend play and communicative strategies. Also, Howes` teacher ratings of social competence was used to measure social competence for each child. Three composite scores- difficult, hesitant, sociable- were obtained. According to the results, two distinctive styles were identified : leaders, characterized by the behaviors such as directness, defining play activity, and gives information and followers, characterized by the behaviors such as accepting directions, definitions, asking information and watching a partner. Strategies children use to structure were found to be significantly related to their ability to engage in complex social pretend play. Also, leading style was associated with sociable score, however, not with hesitant and difficult score. The results of the study indicate that the strategy of directing pretend play sequence is related to the ability to carry out complex levels of social pretend play. This behavior appears to provide structure and guidance to play interaction. Although some limitations remain, understanding individual differences in children`s play styles can help to facilitate the social development of children who experience serious peer relationship problem.