유아철학놀이 프로그램이 유아의 자아개념에 미치는 효과

The Effects of Philosophy Play Programs Using Picture Books on Preschoolers’ Self-Concept

본 연구의 목적은 그림책을 활용한 철학 놀이 프로그램이 유아의 자아개념에 어떠한 영향을 미치는지알아보는 것이다. 본 연구의 대상은 경북 포항시에 소재한 Y어린이집에 재원하고 있 는 만 5세 유아 16명(실험, 비교집단 각각 8명)이다. 실험집단은 그림책을 활용한 철학놀이 프 로그램에 참여하였고, 비교집단은 일상 어린이집 교육활동이 이루어졌다. 연구는 2010년 1월4일 부터 2월17일까지 이루어졌으며 본 실험은 1월19일부터 2월 9일까지 16회 실시되었다. 유아의 자아개념검사는 Bentley와 Yeatts(1974)의 검사를 임춘금(1995)이 번역한 것을 예비수정 후 사 용하였다. 자료분석은 양적자료는 비모수 검증인 Mann-Whitney U Test를 실시하여 분석하 였고, 질적자료는 두 집단의 사전 사후 철학놀이 활동과정을 녹음기와 비디오 카메라 녹화하 고 전사하여 질적연구의 사례분석방법을 활용하여 분석하였다. 본 연구에서 나타난 결과는 다 음과 같다. 첫째 그림책을 활용한 철학놀이 프로그램을 실시한 결과 실험집단이 비교집단에 비 해 자아개념이 향상되는 효과를 보였다. 자아개념의 하위영역인 인지적 자아개념, 정서적 자아 개념, 신체적 자아개념에 있어서도 실험집단이 비교집단보다 자아개념이 향상되었다. 둘째 그림 책을 활용한 철학놀이 프로그램에서 유아의 자아개념은 긍정적 변화를 보였다.

The purpose of this study was to investigate what effects philosophy play programs using picture books have on preschoolers’ self-concept. Subjects for the study were 16 five-year-old children attending Y child care center in Pohang, Gyeongbuk. 8 children composed the experimental group while the rest of the other 8 belonged to the comparative one. Activities for the Philosophy Play Program were implemented for the children in the experimental group while regular program of the child care center were carried out for those in the comparative one. The experiment was conducted for three weeks from January 19, 2010 thru February 9, 2010, and it was recorded with a voice recorder as well as a video camera and was later transcribed. As a tool for measuring preschoolers’ self-concept, we used Im Chun-geum’s (1995) translated and revised version of ‘I feel…Me feel’ self-appraisal which was co-developed by Bentley and Yeatts (1974). Data collected were analyzed using SPSS 17.0. In order to find out whether the effects of the experiment were significant on the improvement of self-concept, Mann-Whitney U-Test was conducted. In terms of the qualitative changes in self-concept after implementing philosophy play programs, interactions related to sub-factors of self-concept were extracted and summarized from the transcribed materials during the application of each program. The results from the study are as follows: First, the results of implementing the philosophy play program using picture books indicated improvement in self-concept among the experimental group. Compared to the comparative group, the experimental group also revealed the improvement in sub-factors of self-concept including cognitive, emotional, and physical self-concept. Second, the results showed positive changes in self-concept after implementing philosophy play programs using picture books. The total score for self-concept among the experimental group significantly improved as evidenced by the total score change from 3 points upon before-test to 24 points at after-test. In contrast, the after-test score for the comparative group was only 13 points. In conclusion, results from the analysis of philosophy play programs using picture books through quantitative and qualitative research methods suggest that the program is effective in improving preschoolers’ self-concept.