신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과 비교

Comparison of the effects of physical play and block play on young children's motor ability cognitive ability, sociality and spatial ability

목적 본 연구의 목적은 신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과를 비교 분석하는데 있다. 방법 본 연구대상은 만 4세 반에 재원중인 유아 총 30명이었으며 평균월령은 57.76개월(SD=3.31)이었다. 실험집단1과 실험집단2를 무선으로 선정한 후 실험집단1에는 신체놀이를 실험집단2에는 쌓기놀이를 4주간 처치하였다. ‘운동능력척도(MPTYC)’, ‘K-WIPPSI-Ⅳ’, ‘Bronson의 사회과업 기술척도’, ‘유아그림수학능력 검사(공간능력)’ 검사 도구로 자료를 수집하였다. 수집된 자료는 t-검증으로 효과를 분석하였다. 결과 신체놀이 집단이 쌓기놀이 집단보다 운동능력, 사회성에서 유의미하게 증진된 것으로 밝혀졌다. 한편, 전체 인지능력에서 두 집단 간의 유의미한 차이는 없는 것으로 나타났으나, 인지능력의 하위영역인 언어이해, 유동추론, 작업기억에서 신체놀이 집단이 쌓기놀이 집단보다 유의미하게 증진된 것으로 나타났다. 전체 공간능력에서 두 집단 간의 유의미한 차이는 없는 것으로 나타났으나 공간능력의 하위영역인 도형에서 쌓기놀이 집단이 신체놀이 집단보다 유의미하게 증진된 것으로 나타났다. 결론 본 연구의 결과는 신체놀이가 쌓기놀이보다 운동능력, 사회성, 인지능력을 증진시키는데 더욱 효과적인 것으로 나타났다. 유아의 공간능력은 쌓기놀이가 신체놀이보다 더욱 효과적으로 증진시키는 것으로 나타났다. 이는 유아의 신체놀이와 쌓기놀이가 유아의 발달에 긍정적임을 밝히고, 특정 발달영역에 더욱 효과적인 놀이가 있음을 시사한다.

Objectives The purpose of this study was to compare the effects between physical play and block play on young children’s motor ability, cognitive ability, sociality, and spatial ability. Methods Thirty young children were included in this study as the subjects, and their average age was 57.76 (SD=3.31) months. Experimental group1 and experimental group2 were selected randomly. Experimental group1 was applied in physical play and Experimental group2 was applied in block play for 4weeks. ‘Motor Proficiency Test for Young Children,’ ‘K-WIPPSI-Ⅳ’, ‘The Bronson Social and Task Skill Profile’, ‘Children’s mathematical ability test(spatial ability)’ were used in collection of data, and t-test for analyzing them. Results As the results, the scores of the physical play group's motor activity and sociality were significantly higher than the scores of the block play group. On the other hand, there was no significant difference between the two groups in overall cognitive ability, but it was found that the physical play group significantly improved than the block play group in verbal comprehension, fluid reasoning, and working memory, which are sub-area of cognitive ability. There was no significant difference between the two groups in the overall spatial ability, but it was found that the block play group significantly improved than the physical play group in the figure comprehension, a sub-area of the spatial ability. Conclusions The results of this study showed that physical play was more effective than block play in enhancing motor ability, sociality, and cognitive ability. It was found that block play enhances children's spatial ability more effectively than physical play. This reveals that children's physical play and building play were positive for children's development, and suggests that there is more effective play in a specific developmental area.