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그림책 기반 놀이 지원 과정에 나타난 만 5세 열매반의 놀이양상

The Play Patterns of the 5-Year-Old Yeolmae class in the Picture Book-based Play Support Process

  • 신소연 (Shin so yeon, 강릉원주대학교 교육대학원)

초록/요약 도움말

Abstract The Changes in Play Patterns of the 5-Year-Old Yeolmae class in the Picture Book-based Play Support Process Shin, So yeon Major in Early Childhood Education Graduate School of Education Gangneung-Wonju National University Summary The purpose of this study was to examine the significant educational changes of infants and teachers through the process of exploring the play patterns of infants in the picture book-based play support process in the 5-year-old class. The research questions selected for the purpose of this study are as follows. 1. What is the process of implementing picture book-based play support? 2. What are the play patterns and effects of infants in the picture book-based play support process? 3. What is the change of teachers in the picture book-based play support process? From June 5, 2023, to August 25, 2023, this practical study was conducted on 18 children in a 5-year-old class at M Daycare Center in W, Gangwon-do. Data were collected in two ways. First, qualitative data were collected using methods such as participatory observation, play records of infants, and journals of teachers Quantitative data were obtained by t-testing the corresponding sample using the reading interest test tool developed by Askov Fichbach (1973) and adapted by Lim Won-shin (1994) of the Primary Puppil Reading Attitude Inventory (PPRAI) test tool, and the three-step "Composition of Stories through Picture Books" test tool modified and supplemented by Go Eun-nim (1998) and then the results were collected through the paired sample t-test using the SPSS 23.0 statistical program. The research results according to this are as follows. First, a total of two studies were conducted on the play execution of 5-year-old students who appeared in the picture book-based play support process. In the first implementation, we observed that children repeatedly played the same game and were not interested in picture books, recognized them as a problem, and then observed children's play and discovered the topic of interest. After that, a suitable picture book was provided to support the expansion of children's play. However, children's play still proceeds only with repetitive or simple play, raising the need for teachers to interact more actively. After grasping these problems, it was found that children's leading play execution and creative expression increased according to the teacher's interaction changes in the second implementation process. This process proceeded as a cyclical implementation research process, and as a result, positive changes in 5-year-old children and teachers were able to be observed. Second, changes in children's ability to read and compose stories were examined separately in the process of research on play implementation of 5-year-old students who appeared in the picture book-based play support process. First of all, it was found through qualitative data analysis that infants voluntarily enjoyed reading picture books, showed leadership in play, and improved free and creative expression by using various plays. Next, it was found that children's interest in reading and story composition ability tests and story composition ability tests conducted before and after the implementation of picture book-based play support implementation research positively improved. In particular, they scored significantly higher in reference to pictures, which are sub-factors of 'voluntary story composition ability', and statistically significantly higher in elaboration and personal relationships, and in thematic/teaching and meta-language, which are sub-factors of 'inducing story composition ability'. This shows that play activities according to the picture book-based play support process are effective in increasing children's voluntary story composition ability and induced story composition ability. Third, in the 5-year-old family's play practice research process, which appeared in the picture book-based play support process, the teacher recognized and supported children's play based on observation, and changed to a teacher who enjoyed reading picture books with children. The 5-year-old student's play practice study, which appeared in this picture book-based play support process, began by recognizing that children's play was simply repeated, and that they did not deepen or develop, and that they were not interested in picture books, and the study was conducted to improve these problems and change them positively. Considering that teachers can change and develop class problems through reflective thinking, this study is significant in that teachers became the subject of practical research and conducted research and presented problem consciousness found in this process. It is also meaningful in that it is a study that explores the meaning of the play support process, suggesting that picture books can play an important role as a support plan for promoting and expanding children's play while operating a play-oriented curriculum that is important in the 2019 revised Nuri process. Keywords: play, picture book, play support, picture book reading,play pattern

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목차 도움말

목 차

Abstract ⅰ

I. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 6
3. 용어의 정의 7

II. 이론적 배경 8
1. 그림책의 교육적 가치와 놀이 8
1) 그림책의 개념과 교육적 가치 8
2) 그림책과 놀이 9
2. 유아 놀이와 발달 10
1) 놀이의 개념 및 교육적 의의 10
2) 만 5세의 발달특징 12
3) 놀이와 놀이영향 요인 15
3. 유아 교사의 놀이 지원 18
1) 교사의 역할 18
2) 개정 누리과정에서의 교사의 놀이 지원 19

III. 연구방법 23
1. 연구대상 23
1) 연구참여자로서의 교사 23
2) 참여 유아 24
2. 연구현장 26
1) M 어린이집 26
2) 열매반 27
3. 연구절차 29
1) 통합연구 30
2) 놀이양상 분석절차 31
3) 양적 분석절차 33
4. 자료수집 및 분석 36
1) 놀이양상 분석 36
2) 양적 분석 39
5. 자료 분석 40
6. 연구에 대한 윤리적 고려 41

Ⅳ. 연구결과 및 해석 42
1. 그림책 기반 놀이 지원 실행과정 42
1) 1차 실행 42
2) 2차 실행 54
2. 그림책 기반 놀이 지원 과정에 나타난 유아의 변화 66
1) 질적 분석과 의미 66
2) 양적 분석과 해석 69
3. 그림책 기반 놀이 지원 과정에 나타난 교사의 변화 74

Ⅴ. 논의 및 결론 77
1. 논의 및 결론 77
2. 제언 82

참고문헌 83

<부록> 97

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