동시를 통한 통합적 접근모형과 유아의 언어능력 및 조망수용능력

The Effect of Integrated Poem Activities on Children's Language and Perspective-taking Abilities.

The purposes of this study were to investigate the effect of integrated poem activities on young children's language and perspective-taking abilities. The subjects were 40 5-year-old children in public kindergarten of D elementary school in Chonju City, Chung-buk area. Children were divided into two groups. One was experimental group which was exposed to integrated poem activities, and the other was control group. To assess children's language, cognitive and affective perspective taking abilities, K-ABC(Korean Kaufman Assessment Battery for Children) and Kurdek & Rodgon's perspective taking test were used. To analyse data, frequency, mean(M), standard deviation(SD) and Mann-Whitney test of non-parametric statistics were used. The results of this study were as follows. First, the language abilities of children with exposure to integrated poem activities were higher than those of control group. Second, the affective perspective taking abilities of experimental group were higher than those of control group. Third, no difference was found in cognitive perspective taking abilities according to treatment conditions. Fourth, among children with treatments, no sex difference was found in language, affective perspective taking and cognitive perspective taking abilities. The results of this study indicate that the integrated poem activities are effective tools for improving young children's language and perspective taking abilities.