본 연구는 실외 모래놀이 영역의 놀잇감 복합성 수준 및 놀이 시기에 따라 유아의 사회적 상호작용에 어떠한 차이가 있는지를 알아보고자 하였다. 연구대상은 G시의 두 어린이집 만 5세 50명을 선정하였다. 놀잇감 복합성 수준은Ⅰ수준과 Ⅲ수준으로 구분하여 유아행동을 시간표집법으로 관찰하였다. 수집된 자료는 SPSS 17.0프로그램을 이용하여 교차분석을 실시하였다. 연구결과 첫째, 복합성 수준에 따라Ⅰ수준에서는 개별활동의 혼자놀이가 가장 많이 나타났고, Ⅲ수준에서는 또래와의 상호작용의 돕기, 나누기가 가장 많이 나타났다. 또한 두 수준 모두 교사와의 상호작용은 거의 나타나지 않았다. 둘째, 놀이 시기에 따라서는 초기에는 Ⅰ수준에서는 개별활동이, Ⅲ수준에서는 또래와의 상호작용이 가장 많이 나타났으나 중기에는 Ⅰ수준에서는 또래와의 상호작용이, Ⅲ수준에서는 개별활동이 가장 많이 나타났다. 후기에는 Ⅰ수준에서는 개별활동이, Ⅲ수준에서는 또래와의 상호작용이 가장 많이 나타났으며, 모든 시기에서 교사와의 상호작용은 두 수준 모두 가장 적게 나타났다.
This study aimed to identify the differences in the social interactions of young children based on the complexity of the play materials they used and the period of activity in which they engaged in outdoor sand play. The study’s subjects were 50 five-year-old children who attended two kindergartens in G city. The play materials were sorted into the following levels of complexity: Level I and Level III. The time sampling method was used to observe the young children’s behaviors. Cross tabulation analysis was conducted and the data was collected using SPSS 17.0. The results showed that, first, solitary play was most dominant when the complexity of play materials were rated at Level I, and help and sharing through peer group interaction were most dominant when the complexity of play materials were rated at Level III. It is important to note that there were few interactions between the children and teachers at both levels. Second, individual activities at Level I and peer group interactions at Level III were dominant in the early stages of the observation. In the middle stages of the observation, peer group interactions were dominant at Level I and individual activities were dominant at Level III. In the latter stages of the observation, individual activities were once again dominant at Level I and peer group interactions were once again dominant at Level III. Interactions with teachers were infrequently observed at both levels through all of the stages.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과 및 해석
Ⅳ. 논의 및 결론