아동의 또래관계 증진을 위한 사회적 기술 중재 프로그램의 효과 = Effects of a social skill intervention program for improving children`s peer interaction and peer acceptance

다국어 초록 (Multilingual Abstract)

This study investigates the effects of a social skill intervention program on poorly accepted kindergarteners. Subjects were 32 kindergarten children in the lower 25% on a peer acceptance scale. They were randomly assigned either to the experimental or control group. The experimental group (n=16) received the intervention program pairing with 16 popular children during 15 sessions for 8 weeks. The social intervention program, which was developed by the investigator based upon Social Learning Theory and Vygotsky`s concepts, emphasized coaching strategy and cooperative peer learning activities. The program consisted of role-play, art, language activities and games. Data were collected by the observation of peer interaction behavior and Peer Rating Scale at pre, post, and 10 weeks after treatment. Data were analyzed with descriptive statistics, t-test, paired t-test and 2-way ANOVA. The results: First, the experimental group showed a significant increase in positive skill performances including asking questions of peers, making comments to peers and using negotiation skills after treatment. They also showed a significant decrease in negative interaction behaviors especially aggression and peer neglect. Second, the experimental group showed a signigicant increase in peer acceptance after intervention. Third, the beneficial effects of the intervention program could be observed 10 weeks after treatment to some extent in the area of positive behaviors. The implications of this study are that young children can benefit from intervention programs aimed at peer interaction and peer acceptance.