육색 사고모 기법을 활용한 동화 활동이 유아의 배려적 사고와 친사회적 행동에 미치는 영향

The effect of Six Thinking Hat activity following story time on caring thinking and prosocial behavior of young children

본 연구는 일상생활의 여러 측면을 간접적으로 경험하게 되는 동화 활동에서 다양한 관점에서 사고 해 볼 수 있는 육색 사고모 기법을 적용해 봄으로써, 유아의 배려적 사고와 친사회적 행동에 어떠한 영향을 미치는 지에 대하여 검증해 보고자 하였다. 그 결과 육색 사고모 기법을 활용한 동화 활동은 일반적인 동화 활동에 비하여 유아의 배려적 사고와 친사회적 행동증진에 유의미한 차이를 나타냈다. 배려적 사고의 하위 항목인 5개 하위항목의 구체적인 차이를 살펴본 결과 가치부여적 사고와 규범적 사고에서는 유의미한 차이가 나타나지 않았으나, 정서적 사고와 감정이입적 사고, 행동적 사고에 있어서는 유의미한 차이가 나타났다. 또한 친사회적 행동의 하위 항목의 경우에는 돕기 행동, 배려하기 행동, 협동하기 행동의 3개 하위항목 모두에서 유의미한 차이가 있는 것으로 나타났다.

The purpose of this study is to identify the effect of Six Thinking Hat activities following story time where young children experience various aspects of human life indirectly. The literature of story time research has revealed that story time has a positive relationship with caring thinking and prosocial behavior of young children. In order to reveal the effect of Six Thinking Hat activities, twenty children ages 4 to 5 were recruited. Using ABAB repeated research design, the group of children were exposed to Six Thinking Hat activities and general story time activities alternately. The result of this study confirms the general results of story time research. In addition to that, this study reveals that Six Thinking Hat activities have more powerful effects on caring thinking and prosocial behavior of young children than a general story time activities do. In specific comparison, Six Thinking Hat activity participation shows higher scores in all three subcategories of prosocial behavior: helping, sharing, and cooperating, than general story time activity participation does. In addition to that, Six Thinking Hat activity participation shows higher scores in affective thinking, active thinking, and empathic thinking out of five subcategories of caring thinking. However, in two subcategories of caring thinking, appreciative thinking and normative thinking there is no difference between participation in Six Thinking Hat activities and general story time activities. The positive relationship between Six Thinking Hat activity participation and 3 subcategories of caring thinking(affective thinking, active thinking, and empathic thinking) implies that Six Thinking Hat activities are more effective than general story time activities. As far as appreciative thinking and normative thinking, the researchers infer that these two subcategories of caring thinking are higher levels of caring thinking which are not as developed in young children under 6 years of age. The researchers hope that further research can confirm the reasons for the different relationships among the five categories of caring thinking.