연령 및 과제유형에 따른 3~5세 유아의 혼잣말 발화 차이

Abstract

Studies of self-talk by age have long been conducted in the West to confirm Vygotsky's argument that there would be a ᙁ-shape progress in early childhood self-talk with age, but they haven't produce coherent results about the trend of self-talk by age. It's just ascertained that the change of self-talk by age is under the influence of the contextual conditions that it takes place. It seems more advisable to look into the developmental aspects of early childhood self-talk in detail by assigning different sorts of tasks instead of merely trying to have a standardized understanding of it. Yet only a few studies have ever made an experimental attempt to explore early childhood self-talk in our country. The purpose of this study was to examine whether there would be the same trend in our country as that of the West in early childhood self-talk among three-, four- and five-year-old preschoolers and what impact different types of tasks would have on the developmental trend of their self-talk. The subjects in this study were 90 preschoolers, out of which 30 preschoolers each were at the Western age of three, four and five. A primary experiment and a secondary experiment were implemented by utilizing the task of a TCT-DP(test for creative thinking-drawing production) and the task of a puzzle, and the entire process of the two experiments was videotaped. After the collected data were transcribed, repeated measure ANOVA was carried out. The findings of the study were as follows: First, the three-, four- and five-year-olds were different from one another in overall self-talk according to age, and there was a ᙁ-shape developmental trend in it. Self-talk was most prevailing among the four-year-olds, and there was a rapid increase in their self-talk when they turned four. However, it's found that internalization began at the age of five, whereas earlier studies suggest that there would be a sustained increase in self-talk with age. So additional research should be conducted to investigate school children who are in the lower grades. Second, there were gaps among the preschoolers aged between 3 and 5 in overall self-talk according to the type of task. Much more self-talk was observed when they solved the structured puzzle task than the nonstructured TCT-DP task. The preschoolers talked to themselves more frequently when they solved the puzzle task that was target-oriented and could fully be completed than when they drew a picture freely without any restrictions in the TCT-DP. It implied that they talked to themselves more when they fulfilled the task that was more structured and included a clear target than when they engaged in the ordinary, free activity. Another possible interpretation is that the tasks might be different in the degree of igniting their interest and the level of stimulating their motivation. Third, the age of self-talk and the type of task produced significant interaction effects. Among the three-year-olds, there were similar interaction effects between the two regardless of the type of task, and more partially internalized self-talk was found when they solved the TCT-DP task than the puzzle task. In the case of the four- and five-year-olds, however, there were far more interaction effects in the puzzle task than in the TCT-DP task, and the gaps in interaction effects between the two were broadest in the group of Western age 4. Currently, domestic studies of early childhood self-talk have mostly examined it by utilizing only a single task in play or lab situations. This study is of significance in that it attempted to have a more perfect understanding of self-talk among preschoolers in our country by providing both of structured and nonstructured tasks.