도구를 활용한 신체활동이 만2세 영아의 자기조절력과 또래 상호작용에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aims to investigate the effects of physical activities with tools on the self-regulation and peer interactions of two-year-old infants, thus proposing the importance of physical activities with tools for two-year-old infants and providing a chance for them to enhance their self-regulation and develop their sociality through interactions with their peers. For these purposes, the study analyzed the effects of physical activities with tools on the self-regulation and peer interactions of two-year-old infants. The following research questions were set:

Research Question 1. What kind of effect do physical activities with tools have on the self-regulation of two-year-old infants?
Research Question 2. What kind of effect do physical activities with tools have on the peer interactions of two-year-old infants?

The subjects include 16 two-year-old infants currently attending S Nursery Facility in G City, Chungcheongnam-do. They were divided into the experiment and control group of eight each. In the study, effects on the self-regulation of two-year-old infants were measured with the self-regulation inventory of Kim Byeong-hwa(2012) revised and supplemented by Yang Ok-seung(2012) based on opinions from several scholars and further revised and supplemented for the present study. Peer interaction skills were measured with the peer interaction scale of Hogan, Scott, and Bauer(1992) translated, revised, and supplemented by Kim Nan-sil(2014) and further revised and supplemented for the present study. The two-year-old infants participated in physical activities with tools. A questionnaire of measuring instruments was implemented to collect data about differences in self-regulation and peer interaction skills. A preliminary study was conducted, and tester education was provided. In addition, a pre-test was conducted to examine the homogeneity of considerations between the experiment and comparison group.
In the study, the composition of physical activities with tools was reviewed for the fitness of activity content by ten field experts and one expert in early childhood education. The activities were carried out in 16 sessions in total over eight weeks from November 30, 2021 to February 10, 2022. While the experiment group participated in physical activities with tools, the comparison group used complex playing apparatus. After the experimental procedure was completed, a post-test followed to investigate the effects of physical activities on the self-regulation and peer interactions of infants. Collected data was converted and calculated in scores according to each research question. The SPSS 28.0 statistical program was used in a data analysis. ANCOVA was also performed. The main findings were summarized as follows:
First, the infants of the experiment group that participated in physical activities with tools made a greater improvement in self-regulation than their counterparts in the control group. There were score differences across all the subelements of self-regulation between the groups with especially greater differences in behavior monitoring under cognitive self-regulation and emotion perception and inhibition under emotion regulation.
And secondly, the overall results of peer interactions show that infants improved their peer interaction abilities through physical activities with tools. There were score differences in prosocial behavior under peer interactions between the groups, but no significant differences were found in disruptive behavior between them.
In short, physical activities with tools allow infants to recognize their own emotions naturally, take interest in others' feelings, and improve their self-regulation to solve a problematic situation. Physical activities with tools offer infants an opportunity to enhance their self-regulation through physical, emotion, and cognitive regulation by taking part in physical activities actively and further have interactions with peers by sharing physical activity tools with peers, which suggests that physical activities with tools can serve as a type of physical activities actively at childcare institutions.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• 1) 도구를 활용한 신체활동 5
• 2) 자기조절력 5
• 3) 또래 상호작용 5
• Ⅱ. 이론적 배경 6
• 1. 영아를 위한 신체활동 6
• 1) 신체활동의 개념 및 중요성 6
• 2) 신체활동의 목표, 내용, 방법, 평가 8
• 3) 영아기 신체발달과 신체활동 12
• 4) 도구를 활용한 신체활동 15
• 2. 자기조절력 18
• 1) 자기조절력의 개념 18
• 2) 자기조절력의 가치 및 중요성 20
• 3) 신체활동과 자기조절력의 관계 22
• 3. 또래 상호작용 24
• 1) 또래 상호작용의 개념 24
• 2) 또래 상호작용의 가치 및 중요성 29
• 3) 신체활동과 또래 상호작용의 관계 31
• Ⅲ. 연구 방법 및 절차 33
• 1. 연구 대상 33
• 2. 연구 설계 34
• 3. 연구 도구 35
• 1) 자기조절력 검사도구 35
• 2) 또래 상호작용 검사도구 36
• 4. 연구 절차 38
• 1) 예비연구 40
• 2) 본 연구 40
• (1) 검사자 훈련 41
• (2) 사전검사 41
• (3) 실험처치 42
• (4) 사후검사 47
• 5. 자료처리 및 분석 47
• Ⅳ. 결과 및 해석 48
• 1. 도구를 활용한 신체활동이 자기조절력에 미치는 영향 48
• 1) 도구를 활용한 신체활동이 인지조절과 정서조절에 미치는 영향 49
• 2. 도구를 활용한 신체활동이 또래 상호작용에 미치는 영향 52
• 1) 도구를 활용한 신체활동이 친사회적 행동과 방해적 행동에 미치는 영향 53
• Ⅴ. 논의 및 결론 55
• 1. 논의 55
• 2. 결론 및 제언 57
• 참고문헌 59
• ABSTRACT 66
• 부록 69