유아-AI-교사 창의 협력놀이 지원체계 개발 및 적용
Development and Application of a Creative Collaborative Play Support System for Young Children, AI, and Teachers
- 주제(키워드) 도움말 유아 , AI교육 , 창의성 , 협력
- 발행기관 국립강릉원주대학교 일반대학원
- 지도교수 도움말 유구종
- 발행년도 2025
- 학위수여년월 2026. 2
- 학위명 박사
- 학과 및 전공 도움말 일반대학원 유아교육과
- 실제URI http://www.dcollection.net/handler/kangnung/000000012374
- UCI I804:42001-000000012374
- 본문언어 한국어
초록/요약 도움말
This study aimed to develop a creative collaborative play support system involving young children, AI, and teachers, and to apply the system in real early childhood educational settings in order to examine its feasibility and educational implications. Based on an extensive literature review, the purpose and objectives of the support system, educational content, instructional structure, teacher support strategies, roles of AI, and evaluation procedures were systematically derived. The final framework was confirmed through expert consultation and a preliminary review process. The developed support system was designed around a five-stage instructional framework—exploration and problem understanding, interaction design with AI and imaginative expansion, implementation and collaborative expansion, reflection and improvement, and result sharing and social expansion. This structure was intended to promote children’s play leadership while supporting cyclical and cooperative interactions among children, AI, and teachers throughout the play process. The support system was implemented over 15 weeks with an experimental group of fifteen five-year-old children enrolled in an early childhood education center located in I City. To examine differences between the experimental and comparison groups, both quantitative and text-based qualitative analyses were conducted. For the quantitative analysis, a two-way repeated measures ANOVA was performed using Jamovi 2.6.26. The results indicated that the experimental group showed statistically significant improvements across all subdomains of creative behavioural characteristics compared with the comparison group. Qualitative analysis was conducted using Orange 3.39 and included keyword analysis, network analysis, topic modelling, and sentiment analysis. The findings revealed that a cyclical and collaborative interaction structure among children, AI, and teachers emerged as a central characteristic of the play process, with AI functioning as a mediating agent that facilitated exploration and collaboration. Notably, sentiment analysis showed a predominance of neutral emotions, accompanied by positive emotions related to enjoyment and task achievement, as well as temporary negative emotions associated with technical limitations. These results suggest that AI-integrated play environments provide young children with multidimensional emotional experiences within educational contexts. The significance of this study lies in the systematic development and empirical validation of a creative collaborative play support system grounded in a child–AI–teacher cooperative structure. By integrating quantitative analysis with text-data-based qualitative analysis, the study provides an in-depth understanding of young children’s creative behavioural characteristics and interaction patterns in AI-integrated play. These findings contribute to the theoretical advancement of early childhood AI education and offer practical implications for designing AI-based early childhood curricula, strengthening teachers’ digital competencies, developing family and community linkage programs, and informing educational policy development in the AI era.
more목차 도움말
I. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구 문제 9
3. 용어의 정의 10
1) AI 10
2) 창의 협력학습 11
3) 유아-AI-교사 창의 협력 놀이 지원체계 11
II. 이론적 배경 13
1. 유아와 놀이 13
1) 유아 놀이의 개념과 특성 13
2) 유아 놀이와 교사 역할 17
2. 유아교육과 AI 20
1) AI의 정의와 개념 20
2) AI 교육정책 21
3) 유아 AI 교육 26
4) 유아 AI 놀이와 교사 역할 32
3. 창의 협력학습 및 놀이 지원체계 36
1) 협력학습의 개념과 특징 36
2) 유아-AI-교사 협력학습과 구성주의적 관점 39
3) 협력적 문제해결 역량 46
4. 창의적 문제해결 및 모형 48
1) 창의성의 개념과 특징 48
2) 창의적 문제해결 개념과 특징 51
3) 창의적 문제해결 모형의 구성요소 53
4) 유아-AI-교사 창의 협력 놀이 지원체계 57
III. 유아-AI-교사 창의 협력 놀이 지원체계 개발 60
1. 유아-AI-교사 창의 협력 놀이 지원체계 개발 개요 60
2. 유아-AI-교사 창의 협력 놀이 지원체계의 개발 과정 63
1) 지원체계 구성을 위한 문헌 고찰과 시안 구성 63
2) 예비 적용 및 적합성 검토 88
3. 유아-AI-교사 창의 협력 놀이 지원체계 구성 체계 97
1) 목적 및 목표 99
2) 교육 내용 100
3) 교수·학습 방법 101
4) 평가 115
5) 유아-AI-교사 창의 협력 놀이 지원체계 구성 체계와 놀이 실행안 115
IV. 유아-AI-교사 창의 협력 놀이 지원체계의 적용 및 효과 121
1. 연구 방법 및 절차 121
1) 연구 현장 121
2) 연구 대상 122
3) 연구 도구 124
4) 연구 절차 131
5) 자료처리 및 분석 142
2. 결과 및 해석 147
1) 유아 창의적 행동 특성 전체 총점의 회기별 차이 분석 147
2) 창의적 행동 특성의 하위 요인별 차이 분석 151
3) 유아-AI-교사 창의 협력 놀이 사례 텍스트 마이닝 분석 167
V. 논의 및 결론 200
1. 요약 및 논의 200
2. 결론 및 제언 209
