동화접촉정도가 유아의 동화기억 및 순서이해에 미치는 영향에 관한 연구

Abstract

본 연구는 유아교육에서 중요한 활동으로 간주되는 동화교육에 관한 연구로서 동화교육이 유아의 성장발달에 실제로 어떠한 영향을 미칠것인가를 알아보는데 목적이 있다. 구체적으로 본 논문의 연구문제는 다음과 같다. 1. 동화교육 접촉빈도다소와 보존개념유무에 따라 유아의 동화회상능력 ( Recall )에 유의한 차이가 있는가? 2. 동화교육 접촉빈도다소와 보존개념유무에 따라 유아의 동화순서이해정도 ( Sequence )에 유의한 차이가 있는가? 동화가 어린이 발달에 어떤 영향이 있는가를 보는 실험연구에서는 유치원에 다니고 있는 유아를 보존개념유무와 동화접촉다소에 따라 4집단으로 나누고 각 집단마다 25명씩 선정하였다. Don Freeman(1968)의 동화 Corduroy를 이들에게 들려주고 그 내용을 어느 정도 기억 회상할 수 있으며, 어느 정도 이야기 순서를 이해 할 수 있는가 실험하여 분석하였다. 동화내용기억회상수 분석은 보존개념유무와 동화접촉다소를 독립변수로 하여 동화회상과의 관련을 이원변량분석하였고 동화의 순서이해정도에는 동화접촉다소와 보존개념 유무에 의해 분류된 각각의 집단별로 순서적 이해 비율을 측정하여 비교 고찰하였다. 본 연구에서 얻어진 결론은 다음과 같다. 1. 동화접촉이 많은 유아집단이 동화접촉이 적은 유아집단보다 동화 내용회상 정도가 높다. 동화접촉이 많은 집단과 동화접촉이 적은 집단간의 순서이해정도는 큰 차이가 없다. 2. 유아가 보존개념이 있는 경우 동화접촉이 많을수록 회상정도가 높지만 유아가 보존개념이 없는 경우 동화접촉이 많을수록 회상수가 약간 낮게 나타났다. 3. 보존개념이 있는 집단에서는 동화 접촉이 많은 집단이 적은 집단보다 순서이해정도가 높다. 또한 보존개념이 없는 집단에서도 동화접촉이 많은 집단이 순서이해가 높다. 결론적으로 유치원이나 가정에서의 동화지도는 유아의 성장에 중요한 영향을 미친다고 볼 수 있다. 동화접촉다소보다는 보존개념유무에서 동화의 내용의 회상 및 순서이해정도가 높은 경향을 보인다. 이 점은 피아제의 견해를 지지해주는 연구결과라고 할 수 있다.;Story telling is one of the important activities in the early childhood education. This study investigated how preschool children's experiences in story reading had effects on their story recall and comprehension of the story. The problem of the study is as follows: Are there any significant differences in preschool children's story recall and comprehension of the story sequences according to the degree of the children's story reading experiences and the children's abilities to conserve? In the experimental study to see how the story influenced over children's development, kindergarteners were divided into 4 groups: 1. A Group of children with conservation concept and many contact with stories 2. A Group of children with conservation concept and few contact with stories 3. A Group of children without conservation concept and many concept with stories 4. A Group of children without conservation concept and few contact with stories Twenty-five preschool children were randomly selected for each group. A story, Corduroy, by Don Freeman (1968) were presented to children, and then, were asked to put 8 pictures of Corduroy according to the sequential order of the story, In the the analysis of the story recall, the independent variables were the conservation abilities and the story contact. Therefore, 2 way ANOVA was used for the analysis. For the analysis of comprehension of the story sequences the ratio of the children's comprehension of the story sequence in each group was compared according to the above mentioned 2 variables. The findings on the experimental study were as follow: 1. The group of children with a lot of story reading experiences was significantly better in story recall than the group with few story reading experiences. There were no significant differences on the comprehension of the story sequence between the group of many story reading experiences and the group of few story reading experiences. 2. In recall, the group with conservation ability was better than the group without conservation ability. In comprehension of the story sequence, the group with conservation ability was significantly better than the group without conservation ability. 3. Within the groups with conservation ability, many reading experiences group was significantly better in story recall than few reading experiences group. Among children without conservation ability, few reading experiences group was better in the recall than many reading experiences group. 4. Among the children with conservation ability, many reading experiences group was better in the comprehension of the story sequence than few reading experiences group. Among the children without conservation ability, many reading experiences group was better in the comprehension of the story sequence than few reading experiences group. As a conclusion, telling stories at home and the kindergar-ten has importance on the children's development. This study shows that conservation ability has more powerful influence over children's story recall and comprehension of story sequences than the reading experiences. The result of this study supports for Piaget's idea on story recall and comprehension' of the story sequences.