세계 여러 나라 전통놀이가 유아의 행복 및 또래유능성에 미치는 영향

The Effects of Traditional Play of Countries around the World on Young Children's Happiness and Peer Competence

본 연구는 세계 여러 나라의 전통놀이가 유아들의 행복과 또래유능성에 미치는 영향이 어떠한지를 살펴봄으로써 세계 전통놀이의 교육적 가치를 규명하고 유아교육 현장에서의 적용 가능성을 탐색하는데 목적을 두고 이루어졌다. 본 연구 대상은 서울시 K구에 소재한 H초등학교 병설유치원과 E구에 소재한 E병설유치원의 만 5세 유아 56명이며 H초등학교 병설유치원 유아 28명을 실험집단으로, E초등학교 병설유치원 유아 28명을 비교집단으로 선정하였다. 본 연구는 2013년 2013년 3월 25일부터 7월 19일까지 총 17주에 걸쳐 진행하였으며 예비연구 및 사전 검사, 15주간의 실험처치 (총 30회), 사후검사의 순서로 진행하였으며 비교집단과 실험집단의 평균점수와 표준편차를 산출하고, 두 집단 간의 차이를 알아보기 위하여 t검증하였다. 연구 결과 첫째, 세계 여러 나라 전통놀이는 유아들의 행복에 긍정적인 영향을 미쳤으며 하위요인인 몰입, 건강, 교사관계, 인지 및 성취, 정서, 부모관계 등의 모든 영역에서도 유의미한 차이를 보였다. 둘째, 세계여러 나라 전통놀이는 유아의 또래유능성에 긍정적인 영향을 미쳤으며 하위요인인 사교성, 친사회성, 주도성의 모든 영역에서도 실험집단의 유아가 비교집단의 유아보다 또래유능성이 향상된 것으로 나타났다. 따라서 세계여러 나라의 전통놀이는 만5세 유아의 행복 및 또래유능성 증진에 긍정적인 효과가 있음을 알 수 있었다.

The purpose of this study was to look into the effects of traditional play of countries around the world on young infants' happiness and peer competence, thereby clarifying the educational value of traditional play around the world and exploring its applicability to the field of early childhood education. The subjects of this study were 56 young children aged five from H Elementary School-Affiliated Kindergarten located at K-gu and E Elementary School-Affiliated Kindergarten located at E-gu. 28 young children of H Elementary School-Affiliated Kindergarten were selected as the experimental group, and 28 young children of E Elementary School-Affiliated Kindergarten were as the comparison group. This study was carried out for a total of 17 weeks from March 25, 2013 to July 19, 2013. And it was conducted in order of a preliminary study and pre-test, experimental treatment for 15 weeks (30 times in total), and post-test. The mean score and the standard deviation for the comparison group and the experimental group were calculated, and t-test was carried out to investigate the differences between the two groups. The results of this study may be summarized as follows: First, it was found that traditional play of countries around the world had positive effects on improvement in the young children's happiness, and that the happiness of young children in the experimental group increased in all the areas of sub-factors, i.e., immersion, health, relations with teacher, cognition and achievement, emotion, and relations with parents. Second, it was found that traditional play of countries around the world had positive effects on the young children's peer competence, and that young children in the experimental group improved in all its sub-factors of sociability, pro-social behavior, and leadership, compared to young children in the comparison group. Therefore, it could be seen that traditional play of countries around the world has positive effects on increase in the happiness and peer competence of young children aged five.