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만 5세 유아의 사회극놀이에 관한 문화기술적 연구

Title
만 5세 유아의 사회극놀이에 관한 문화기술적 연구
Author
구영혜
Advisor(s)
김명희
Issue Date
2013-02
Publisher
한양대학교
Degree
Master
Abstract
본 연구는 만 5세 유아의 사회극놀이의 전개과정에서 나타나는 특성과 의미를 살펴보고, 사회극놀이를 원활하게 지속하는데 영향을 주는 요인에 대해 알아보기 위해 문화기술적 연구방법을 통해 분석해 보고자 하였다. 이를 알아보기 위한 연구문제는 다음과 같다. 1. 사회극놀이 전개과정에서 나타나는 유아들의 놀이 특성은 무엇인가? 2. 사회극놀이 전개과정에서 나타나는 놀이의 의미는 무엇인가? 3. 사회극놀이의 원활한 지속에 영향을 주는 요인은 무엇인가? 본 연구는 성동구에 위치한 H유치원의 고운반에서 이루어졌다. 연구대상은 만 5세반으로 29명의 유아로 구성되어있다. 연구자료수집을 위하여 2012년 4월 13일부터 2012년 7월 20일까지 23회의 참여관찰과 교사 심층면담 3회가 이루어졌다. 이 외에도 유아 및 교사들과 비형식적인 면담을 수시로 실시하고 그 외의 여러 문서자료를 수집하였다. 참여관찰은 오후자유선택활동시간에 이루어졌으며 연구자는 현장노트를 기록하고 비디오와 사진촬영을 실시하였다. 연구자료 분석을 위해 현장노트, 비디오자료, 면담내용 기록 및 그 외 문서자료들을 분류, 조직 및 범주화하였다. 연구결과를 기술하면 다음과 같다. 첫째, 고운반 유아들의 사회극놀이에서 나타나는 놀이특성을 분석해본 결과, 흥미에 따라 사회극놀이의 주제와 역할을 선택하였고, 자연스러운 글쓰기의 연계가 이루어졌다. 우선 놀이주제에 대한 몰입과 반응에 대한 분석결과는 다중지능검사를 토대로 분석한 강점지능으로 흥미를 파악할 수 있었다. 논리수학지능이 1순위로 나온 박준회는 사회극놀이의 모든 주제와 상황에 돈을 계산하고 나누는 것을 포함하고, 음악지능이 1순위로 나온 유일정과 박보름의 경우 사회극놀이에 역할영역과 음율영역의 공간을 통합하여 활용하고, 대사전달을 리듬감있게 표현하거나 노래처럼 표현하였다. 대인관계지능이 강점지능으로 파악된 임가온과 안유리는 소외된 친구들 없이 다 함께 잘 지내려는 모습을 볼 수 있었고, 사회극놀이에 참여하는 유아들이 대인관계지능이 강점지능으로 나타났다. 이처럼 흥미에 따라 선택하는 사회극놀이의 주제와 구성, 역할이 다르다는 특징이 나타났다. 또한 사회극 놀이 속에서 자연스럽게 글쓰기로의 연계가 이루어졌다. 사회극놀이의 준비, 전개, 마무리 단계에서 골고루 글쓰기 활동이 나타났고, 극중 필요하다고 느끼는 부분에 대해 여러 가지 활동으로 글쓰기활동을 하였다. 유아의 주도적인 글쓰기 활동가운데 비계설정 하는 모습도 나타났다. 둘째, 고운반 유아들에게 사회극놀이는 호감표시하기, 불편한 마음 표현하기와 자기만족, 해방감의 의미를 지니고 있다. 고운반 유아들은 사회극놀이에서 언어적․비언어적 행동을 통해 자신의 감정을 표현한다. 첫 번째로 고운반 유아는 평소 매력적으로 느끼는 또래에게 호감을 표현하기 위하여 사회극놀이에 함께 참여하고, 선호하는 역할을 맡을 수 있게 도와주며, 좋아하는 놀잇감을 공유하는 모습을 보인다. 두 번째로, 자신의 외로움, 소외감에 관한 불만을 표현하거나, 하기 싫은 역할에 대해 불편한 감정을 드러내기도 한다. 이에 교사가 사회극놀이와 일상생활에 대해 관심을 갖고 관찰하고, 적절한 개입과 지도가 필요하다. 세 번째로, 사회극놀이를 통해서 유아는 자신에 대한 만족감을 나타내고, 관심 있던 역할을 구현하여 욕구를 충족시킨다. 또한 역할을 해봄으로써 그 역할과 자신에 대해 이해하고, 그것을 언어와 행동으로 표현하는 능력을 기르며, 성공적인 역할구현에 대해 자기만족을 느낀다. 이러한 자기만족은 자신감과 행복한 감정으로 연결되며, 긍정적인 정서함양에 도움을 준다. 또한 일상생활과 기존의 교육과정에서 벗어나 상상력을 동원하여 시간과 공간을 초월한 사회극놀이를 통해 해방감을 느낀다. 셋째, 고운반 유아들의 사회극놀이를 지속시키기 위한 요인은 크게 환경구성과 교사의 지원 두 가지로 나눌 수 있다. 환경구성의 측면을 살펴보면, 유아교육기관의 현실여건을 고려해볼 때, 교사가 직접적으로 사회극놀이의 모든 것을 지원해 주는 것은 어렵기 때문엔 간접적인 지원방법인 환경구성이 중요하다. 생활주제에 맞게 다양한 역할을 경험할 수 있는 놀잇감을 제공해주고, 안정된 분위기와 충분한 시간을 주어주면, 유아의 사회극놀이는 원활하게 지속된다. 교사지원의 측면에서 교사는 적절하고 상황에 맞는 놀이개입과 교사-유아간 풍부한 상호작용, 그리고 융통성 있는 교사의 발문을 해 주어야 한다. 교사의 놀이 개입은 사회극놀이가 확장하고 교육적 놀이로 발전하는 긍정적인 영향을 줄 수 있지만, 무성의한 상호작용은 놀이의욕을 상실하게 하고 사회극놀이를 방해하는 부정적인 결과도 가져올 수 있다. 교사는 유아의 놀이 이외에도 교육, 안전, 교실의 유아와 관련된 모든 분야에 신경 써야 하는 부분이 많기 때문에 유아의 놀이에 집중할 수 없을 때가 많다. 따라서 보조교사의 역할이 강조된다. 보조교사는 개별 유아의 특성을 파악하고 이해하려고 노력하며 유아들의 대화에 귀를 기울이고 놀이에 몰입할 수 있도록 관찰에 따른 적절한 놀이개입과 적극적인 상호작용을 위해 노력해야 한다. 교사의 발문은 유아가 미쳐 생각해내지 못했던 부분을 상기시켜주고 사회극놀이의 구성이 더욱 풍부해 지도록 만든다. 이에 교사는 발문의 중요성을 인식하여 사회극놀이가 확장되고 원활하게 지속되도록 도움을 주어야 할 것이다. | In order to find out the factors that activites or properties and meanings of a sociodramatic play by 5-year-old children, this study was aimed to analyze them through the method of Ethonographic study. The research questions are as follows: 1. What are the properties of a sociodramatic play? 2. What are the meanings of a sociodramatic play? 3. What are the factors that affected the social role-play to run smoothly? This study was conducted on the 5-year-old class at H kindergarten located Seungdong-Gu and the object of the study was 29 children in this class. A total of 23 observations by participation, a total of 3 formal interviews with 4 teachers and informal interviews with 7 children were conducted from April 13, 2012 through July 20, 2012. This was participated observation took place during free play activites period at Go-Eun class during the afternoon for purpose of recording sociodramatic play. Data collection was made from field jotting and the contents were recorded from field notes, and furthemore videos and pictures were taken. In order to analyze the data, there was classification, organization and categorization of the field note, video datas, recordings of interviews, and other documents. The results of this research were as follows: First, Go-Eun class children choose role, subject and content by their interest and smoothly connected to writing during sociodramatic play. Children’s strong intelligence identified by MIDAS test tells the children’s interests. Jun-Hee Park who has logical-mathematical intelligence as strong intelligence, played all subjects and roles related to money, and calculation. El-Jung Yu and Bo-Rum Park who has musical intelligence as strong intelligence, unify role-play domain and music domain, have a conversation with rhythm. Ga-On Lim and Yu-Ri An who has interpersonal intelligence as strong intelligence, get along with every classmates. Every children who attend sociodramatic play has interpersonal intelligence as strong intelligence. Go-Eun class children choose role, subject and content by their interest. Also, smoothly connected to writing during sociodramatic play. It showed in the process of starting, developing, finishing, or whenever they feel needed during the play. Children do writing activities as self-directed learning and scaffolding. Second, sociodramatic play means expression of good or unpleasant feeling, self-satisfaction, and sense of release. Go-Eun class children express their feelings through verbal or non-verbal communication. First, children express one’s feeling ro others by playing together, helping to play the preference role, and sharing the favorable toys. Second, children express displeased feeling about isolated feeling or loneliness, unwanted role. For this, teacher observe sociodramatic play and intervene properly. Third, children have self-satisfaction, and sense of release. Through the role-playing, children can understand themself or other, develop their expressivity, and feel self-satisfaction when they finish the role successfully. Feeling self-satisfaction are related to self-confidence and happiness, also help positive emotional cultivation. They feel freedom to deviate everyday life and existing curriculum. Third, there are two factors that affect the social role-play to run smoothly. One is environment formation and the other is support from the teacher. Considering the adverse condition of teacher, she cannot support all the details in sociodramatic play, therefore using environment formation as an indirect support is crucial. To run socio role-play smoothly, prepare various teaching aid for experiencing different roles, and have enough time and an atmosphere of stability. Teacher should pay attention to education, safety, and other things about children so she cannot concentrate children’s play. Therefore, subteacher’s parts are important. She should try to understand individuation of children, listen to their conversation and intervene the play by observation, and interact actively. Teacher question helps to expand construction of play, and remind parts that children cannot think at first. Thus, the teacher should be aware of importance of teacher question.; In order to find out the factors that activites or properties and meanings of a sociodramatic play by 5-year-old children, this study was aimed to analyze them through the method of Ethonographic study. The research questions are as follows: 1. What are the properties of a sociodramatic play? 2. What are the meanings of a sociodramatic play? 3. What are the factors that affected the social role-play to run smoothly? This study was conducted on the 5-year-old class at H kindergarten located Seungdong-Gu and the object of the study was 29 children in this class. A total of 23 observations by participation, a total of 3 formal interviews with 4 teachers and informal interviews with 7 children were conducted from April 13, 2012 through July 20, 2012. This was participated observation took place during free play activites period at Go-Eun class during the afternoon for purpose of recording sociodramatic play. Data collection was made from field jotting and the contents were recorded from field notes, and furthemore videos and pictures were taken. In order to analyze the data, there was classification, organization and categorization of the field note, video datas, recordings of interviews, and other documents. The results of this research were as follows: First, Go-Eun class children choose role, subject and content by their interest and smoothly connected to writing during sociodramatic play. Children’s strong intelligence identified by MIDAS test tells the children’s interests. Jun-Hee Park who has logical-mathematical intelligence as strong intelligence, played all subjects and roles related to money, and calculation. El-Jung Yu and Bo-Rum Park who has musical intelligence as strong intelligence, unify role-play domain and music domain, have a conversation with rhythm. Ga-On Lim and Yu-Ri An who has interpersonal intelligence as strong intelligence, get along with every classmates. Every children who attend sociodramatic play has interpersonal intelligence as strong intelligence. Go-Eun class children choose role, subject and content by their interest. Also, smoothly connected to writing during sociodramatic play. It showed in the process of starting, developing, finishing, or whenever they feel needed during the play. Children do writing activities as self-directed learning and scaffolding. Second, sociodramatic play means expression of good or unpleasant feeling, self-satisfaction, and sense of release. Go-Eun class children express their feelings through verbal or non-verbal communication. First, children express one’s feeling ro others by playing together, helping to play the preference role, and sharing the favorable toys. Second, children express displeased feeling about isolated feeling or loneliness, unwanted role. For this, teacher observe sociodramatic play and intervene properly. Third, children have self-satisfaction, and sense of release. Through the role-playing, children can understand themself or other, develop their expressivity, and feel self-satisfaction when they finish the role successfully. Feeling self-satisfaction are related to self-confidence and happiness, also help positive emotional cultivation. They feel freedom to deviate everyday life and existing curriculum. Third, there are two factors that affect the social role-play to run smoothly. One is environment formation and the other is support from the teacher. Considering the adverse condition of teacher, she cannot support all the details in sociodramatic play, therefore using environment formation as an indirect support is crucial. To run socio role-play smoothly, prepare various teaching aid for experiencing different roles, and have enough time and an atmosphere of stability. Teacher should pay attention to education, safety, and other things about children so she cannot concentrate children’s play. Therefore, subteacher’s parts are important. She should try to understand individuation of children, listen to their conversation and intervene the play by observation, and interact actively. Teacher question helps to expand construction of play, and remind parts that children cannot think at first. Thus, the teacher should be aware of importance of teacher question.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/133933http://hanyang.dcollection.net/common/orgView/200000421332
Appears in Collections:
GRADUATE SCHOOL[S](대학원) > EARLY CHILDHOOD EDUCATION(유아교육학과) > Theses (Master)
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