이질적 쌍 구성 협동활동이 유아의 언어표현력과 창의성에 미치는 효과

Abstract

Compensate for the limitations of small group cooperative learning and systematic learning way, dyad collaborations for characteristics of infant will take priority. Positive results have been reported for that, in recent years there has been increased comparative study could have a more positive outcome depending on now we configure how to make a pair. However the result is extremly limited, even hard to find research on the effect of language expression and creativity, we need to continue the research. so this study aimed to examine the effects of dyad collaboration on preschool children's language expressive ability.

Hence we establish the following hypothesis in this study. 1. What is the effects of dyad collaboration by heterogeneous group and gender on preschool children's language expressive ability? 2. What is the effects of dyad collaboration by heterogeneous group and gender on preschool children's creativity?

Subjects of the study were 64 five-year-old children ( 38 boys, 26 girls ) from a preschool in Busan. For heterogenous group composition following social skill and cognitive ability, we measured children's social skill and cognitive ability. On the basis of the result, same gender dyad collaboration consists of a child who has high level(50%) and low level(50%) for each, 9 boys' pair, 6 girls' pair for socially heterogeneous group, 10 boys' pair, 6 girls' pair for cognitive heterogeneous group. we measured children's language expressive ability and verbal creativity before and after for checking their task performance ability : dyad collaboration of lego block building and paper folding. Data analysis was analyzed using the program SPSS PASW Statistics 18.0 program. On the first question NO.1 we did 2✕2 analysis of covariance for analyzing differences in children's verbal expression between dyad collaboration groups and on the NO.2 we did 2✕2 analysis of variance for analyzing differences in children's creativity.

The major findings of the study as follows. First, we found that children paired by social skill had significantly higher gains on language expressive ability test than children paired by cognitive ability, but there was no difference in verbal creativity between the two heterogeneous groups. Secondly, boys showed significantly higher improvement than girls on verbal fluency and verbal originality as a sub factor of creativity , but gender did not make any difference in the concentrative, figural fluency, figural elaboration, figural expansiveness and language flexibility.