근접발달지대이론과 이중자극 방법 적용 사례연구

A study of the 'Zone of Proximal Development' and the application of 'Double Stimulus' apprpach to children

본 연구에서는 가장 단순한 임상적 평가의 형태로서 유아와의 심층면접을 통하여 특수 과제를 해결하는 과정에서 단기적으로 형성된 심리과정을 관찰하고 다른 측면들과 관련지어 해석해보고자 한다. 본 연구에서 사용될 이중자극 문제 상황은 Vygotsky에 의해 고안되었음에도 불구하고 지금까지 국내에서 보고된 사례가 없다.

The purpose of this study was to observe children's thought processes as well as the mechanisms of social interaction between children and the adult(interviewer) while problem solving. A Vygotskian notion of "Zone of proximal development" and a concept of "Scaffolding" were reviewed as theoretical bases in this study. Then, the "double stimulation" approach designed by Vygotsky was applied to 30 4 to 6-years-old kindergarteners in Seoul through in-depth interviewing. The interviews with the children were video-taped, transcribed and qualitatively analysed. The findings were as follows: 1. It took longer time for the 4 year olds for the 5 and 6 year olds to problem solve depending on the quantitative data. And also, it took more interactional units for the 4 year olds than for the 5 and 6 year olds. 2. The children created the zone of proximal development in the specific problem solving task designed by Vygotsky. 3. The cognitive level of children varied within the zone of proximal development. Most of the 5 and 6 year olds belonged to the 2nd stage and most of the 4 year olds to the 1st stage of the zone of proximal development. 4. The children of 4 years of age tended not to use tools for problem solving. 5. Some errors in the thought process while problem solving commonly shared by children were shown. Those were: 1) The children could not recognize the general structure of the context when it was complicated. 2) The children did not see things in detail. It meant that most children belonged to the low stage of thought 'unorganized heaps'. 3) A few thresholds were present in thinking process toward the purpose of the task. 6. The adult(interviewer) gave systematic assistance while problem solving. 7. The types of the adult's verbal interaction during problem solving were restatement, labeling, checking up the problems of the child's answer, reminding the children of the purpose of the problem and the conditional elements of the problem solving structure, and demanding alternative strategies. 8. Achievement in problem solving once did not necessarily mean that learning had occurred and cognitively developed. Interpretations of the finding were made in relation to the levels of biological, socio-cultural and personal aspects of the cognitive development. Some additional thoughts about the adult's verbal behaviour during the interviewing and the children's inner speech were discussed.