칭찬활동이 유아의 조망수용능력과 자기효능감 및 또래인기도에 미치는 영향
The Effect of The Praise Activities on Children's Perspective Taking Ability, Self-Efficacy, and Peer Popularity
- 발행기관 강릉원주대학교 교육대학원
- 지도교수 최혜진
- 발행년도 2014
- 학위수여년월 2014. 8
- 학위명 석사
- 학과 및 전공 교육대학원 유아교육
- 원문페이지 4 p, 83 p.
- 실제URI http://www.dcollection.net/handler/kangnung/000000006434
- 본문언어 한국어
초록/요약
The goal of this paper is to discover the effect of praise activities on children's perspective taking ability, self-efficacy and peer popularity. The following questions were asked to achieve the research goal. 1. What is the effect of praise activities on children's perspective taking ability? 2. What is the effect of praise activities on children's self-efficacy? 3. What is the effect of praise activities on children's peer popularity? The subject of this research was 48 children under age of 5 at A kindergarten in S city. (24 children in experimental group, 24 children in control group). The program was applied from October 21, 2013 to December 13, 2013, a total of 15 experiments over the span of 8 weeks. In experimental group, praise activities based on three types of praises-exploring praising method and praising distance, linguistic reinforcement and encouragement and social recognition-were performed. In control group, activities focused on discovering one's own strength and strength of others were performed. As for research tools, the modified version (Shin Hyun-ok, 1996) of Hudson, Forman and Brion(1982) was used to measure perspective taking ability. Measurement of self-efficacy was based on researches of Lee Mi-yeon(2003), which was in turn based on questions concerning peer-related acceptance factors (Hraterdhk Pike, 1984) and questions concerning social/emotional criteria among measures of children's self-efficacy (Woo Hee-jeong, 1994). In order to measure peer popularity, HIFTO (How I Feel Toward Others), first developed by Agard and Harrision(1978), and revised and modified for pre-school children (Ahser, Agard & Hymel, 1979) was used. Using these test tools, identical before and after tests were applied to measure children's perspective taking ability, self-efficacy and peer popularity in order to study the effect of experiment. The collected data was then analyzed using SPSS 18.0 and independent t-test and ANOVA test was performed. The following is the summary of research results derived from the experiment above. First, praise activities had a positive effect on children's perspective taking ability. There was significant improvement in total score of perspective taking ability and perspective taking ability for other's intention and perspective taking ability for other's emotions, both sub-components of perspective taking ability for others, but excluding perspective taking ability for other's thoughts. Second, praise activities had a positive effect on improving children's self-efficacy. That is, the experimental group in which children looked for other's strengths and praised them scored higher in post-experiment self-efficacy test than the control group in which children only looked for other's strengths. The result was statistically significant. In addition, the result showed that there was significant improvement in sub-components of self-efficacy (social self-efficacy, academic self-efficacy) as well as total score on self-efficacy. Third, the result showed that praise activities had a positive effect on children's peer popularity. The results imply that children, through praise activities, will be encouraged to look for strengths in their friends. Such results suggest that praise activities developed in this research is an effective method to enhance children's perspective taking ability, self-efficacy and peer popularity. praise activities will provide various praising methods that can be applied to actual education.
more목차
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 5
3. 용어정의 5
Ⅱ. 이론적 배경 8
1. 유아 칭찬의 중요성 8
1) 칭찬의 개념 및 필요성 8
2) 효과적인 칭찬의 방법 8
3) 칭찬의 유의점 11
2. 칭찬과 조망수용능력 13
1) 조망수용능력의 개념 13
2) 조망수용능력의 유형과 발달 14
3) 조망수용능력의 발달 17
4) 칭찬과 조망수용능력 18
3. 칭찬과 자기효능감 20
1) 자기효능감의 개념 20
2) 자기효능감의 구성 요소 24
3) 자기효능감의 주요 근원 25
4) 칭찬과 자기효능감 27
4. 칭찬과 또래인기도 29
1) 또래의 개념과 중요성 29
2) 인기아와 비인기아의 행동특성 30
3) 인기도에 영향을 주는 요인 31
4) 칭찬과 또래인기도 32
Ⅲ. 연구방법 34
1. 연구대상 34
2. 연구도구 35
3. 연구절차 41
4. 자료분석 51
Ⅳ. 결과 및 해석 53
1. 칭찬활동 프로그램이 유아의 조망수용능력에 미치는 영향 53
2. 칭찬활동 프로그램이 유아의 자기효능감에 미치는 영향 54
3. 칭찬활동 프로그램이 유아의 또래 인기도에 미치는 영향 57
Ⅴ. 논의 및 결론 59
1. 논의 59
2. 결론 및 제언 62
참고문헌
부록
