LT협동학습을 활용한 배려교육이 유아의 배려행동 및 자기조절력에 미치는 영향

The Effects of Caring Education Using Learning Together Model on Caring Behavior and Self-regulation Ability of Young Children

본 연구는 LT협동학습 모형을 활용한 배려교육 활동을 만5세 유아에게 적용하여 유아의 배려행동과 자기조절력에 미치는 영향을 알아보는 것이다. 본 연구는 서울특별시 D구에 소재한 A유치원의 재원중인 만 5세 50명이다. 본 연구를 위해 실험집단유아에게 9주 동안 매주 2회씩 총 18회차에 걸쳐 LT협동학습을 활용한 배려교육 활동을 실시하였고, 비교집단은 LT협동학습 모형을 적용하지 않은 교사주도의 일반적인 배려교육활동을 실시하였다. 연구도구는 김정림(2015)이 개발한 유아 배려행동 척도와 양옥승(2006)이 개발한 3~6세 유아의 자기조절력 측정척도를 사용하였다. 연구결과, LT협동학습을 활용한 배려교육 활동을 경험한 실험집단이 비교집단보다 배려행동과 자기조절력에 긍정적인 영향이 있는 것으로 나타났다. 이러한 연구결과는 LT협동학습을 활용한 배려교육 활동이 유아교육현장에서 배려행동과 자기조절력에 효과적인 교수학습방법으로 활용될 수 있음을 시사한다.

The purpose of this study is to investigate the effects of caring education activities using a learning together method (the “LT Method”) on caring behavior and self-regulation ability of five-year-old children. The study was conducted at A kindergarten in District D, Seoul, with 50 children of a five-year-old kindergarten class. For this study, twice a week during 9 weeks, for total 18 sessions, the experimental group performed the caring education activities using the LT Method, and the comparison group conducted the general caring education activities without the LT Method led by the teacher. As for the research tools, the infant caring behavior measurement tool developed by Kim Jungrim (2015), and self-regulation measurement tool for 3- to 6-year-old young children developed by Yang Okseung (2006) were used. The result showed that the experimental group who had experience of the caring education activities using the LT Method had more positive effect on their caring behavior and self-regulation ability than the comparison group. This result suggests that the caring education using the LT Method can be used as an effective teaching and learning method for caring behavior and self-regulation ability in early childhood education.