구성주의에 근거한 그룹게임이 유아의 자기조절력과 조망수용능력에 미치는 효과

Abstract

This research focuses on the effects of group games based on Constructivism regarding young children's self-regulation and the perspective-taking abilities.

The research questions to accomplish the aim of this study are as follows: 1. How do the group games based on Constructivism affect young children's self-regulation ability? 2. How do the group games based on Constructivism affect young children's perspective-taking ability?

The research is based on the statistics of 56 5-year-old young children from the K and M Kindergartens located in Busan Metropolitan City. It is designed with an experimental group and a control group; each group has 28 young children. To measure the self-regulation of young children, the Self-Regulation Rating Scale (SRRS) is used, which was developed by Kendall and Wilcox (1979), adapted by Hye-jung Yu (1998) and modified by Jee-hyun Lee (2001). Regarding the young children's perspective-taking ability, the young children's perspective-taking ability research instrument was used, which is modified by Hyeon-ok Shin (1996) and reused by Young-ran Oh (2008) based on the perspective-taking inventory by Hudson, Forman and Brion (1982). The research procedures were composed of pilot study, teacher training, pre-test, experimental treatment for 8 weeks and post-test. The experimental group received the group game tasks based on Constructivism and the control group received a program based on the standard kindergarten education. For the group game tasks, 16 activities in total were selected based on the eight game types suggested by Kamii and Devries(aiming games, races, chasing games, hiding games, games involving verbal commands, board games, guessing games and card games). The data was statistically processed and analyzed by SPASS 12.0 in order to calculate the average and the standard deviation of the pre- and post-test among the two groups. To esteem if the increased points are statistically significant or not, analysis of covariance (ANCOVA) was processed.

The main results of this research are summarized as follows: First, the experimental group which experienced the group games based on Constructivism showed an improvement in the self-regulation ability compared to the control group, which experienced no group games based on Constructivism. After conducting the group games, the experimental group showed statistically a significant improvement in the subordinate factors of the self-regulation ability such as self-control, decrease of impulsiveness, and concentration. Second, the experimental group which experienced the group games based on Constructivism showed an improvement in the perspective-taking ability compared to the control group, which experienced no group games based on Constructivism. After conducting the group games, the experimental group showed statistically a significant improvement in the subordinate factors of the perspective-taking ability such as intention perspective-taking, taking another person's perspective and affective perspective-taking.

As a result, the group games based on Constructivism have positive effects on young children's self-regulation and perspective-taking abilities. This implies that the Constructivism to the group games can be an effective teaching-learning method to improve young children's self-regulation and perspective-taking abilities.