피지컬 리터러시 기반 스토리텔링 유아동작프로그램 개발 및 적용
Development and Implementation of a Physical Literacy- Based Storytelling Movement Program for Young Children
- 주제(키워드) 도움말 피지컬 리터러시 , 스토리텔링 , 유아동작프로그램 , 혼합 연구방법
- 발행기관 국립강릉원주대학교 일반대학원
- 지도교수 도움말 김은심
- 발행년도 2025
- 학위수여년월 2026. 2
- 학위명 박사
- 학과 및 전공 도움말 일반대학원 유아교육과
- 세부분야 해당없음
- 실제URI http://www.dcollection.net/handler/kangnung/000000012375
- UCI I804:42001-000000012375
- 본문언어 한국어
초록/요약 도움말
The purpose of this study is to develop and implement a storytelling movement program for young children based on the philosophy and core elements of Physical Literacy and to empirically verify the effects of the program on the development of children's physical literacy. Additionally, this study aimed to explore in depth the meaning of children's experiences during the program participation process. To achieve these research objectives, this study was guided by the following research questions. Research Question 1. What is the organizational structure of the Physical Literacy-based storytelling movement program for young children? 1-1. What are the purpose and goals of the program for young children? 1-2. What is the educational content of the program for young children? 1-3. What are the teaching and learning methods of the program for young children? 1-4. What constitutes the evaluation of the program for young children? Research Question 2. What are the effects of the Physical Literacy-based storytelling movement program on young children? 2-1. How does the program affect children's physical competence? 2-2. How does the program affect children's daily physical activity? 2-3. How does the program affect children's stress? 2-4. How does the program affect children's attitudes toward physical activity? Research Question 3. What meanings are inherent in the experiences of children who participated in the Physical Literacy-based storytelling movement program? To develop the program, a review was conducted based on literature and previous studies related to physical literacy, storytelling, and early childhood movement education. Subsequently, a Delphi survey was conducted with a panel of seven experts to derive the structural direction and core components of the program. Based on the literature review and Delphi survey results, activity plans and a preliminary program were constructed. The final program was developed after content validity verification by five early childhood education experts. The purpose of the program is to promote the holistic growth of children, including physical and emotional development, and to form active and healthy lifestyle habits by having them enjoyably participate in movement activities within a narrative context. The specific goals are to: recognize the body and body movements, develop physical activity competence, enhance emotional stability, form healthy habits through daily physical activity, and participate joyfully in physical activities. The educational content consists of: perceptual motor movements (body awareness, spatial awareness, effort, relationship) to support knowledge and understanding of the body; fundamental motor movements (locomotor, non-locomotor, manipulative skills) to strengthen physical competence; and creative movements for physical, cognitive, social, and emotional integration. The teaching and learning methods were categorized into principles, processes, materials, physical environment, group composition, and teacher roles. The principles were based on spontaneity, inquiry, individuality, interaction, and integration. The teaching-learning process consists of: the 'Movement Recognition' stage (Introduction), where children enjoy the story, take interest in movements and elements, and think about expression; the 'Movement Exploration and Creative Expression' stage (Development), where they explore movements/materials and express them creatively according to the storytelling; and the 'Recall and Evaluation' stage (Closing), where they reflect on activities and strengthen motivation. Materials included story videos, visual aids, equipment, and background music. The environment was open and spacious, with story videos and props placed in interest areas. Groupings were flexible (large/small groups, pairs, individuals). Teacher roles were defined as planner/operator, encourager/facilitator, empathetic supporter, observer/interpreter, evaluator/feedback provider, and environment creator/motivator. Evaluation consisted of child and program evaluations. The program was applied to nine children (aged 4-5) at P Childcare Center in Gangwon-do using a single-group design. It was operated for 20 sessions (twice a week) from April 14 to June 20, 2025. To verify effects, four variables were measured: physical competence, daily physical activity, stress, and physical activity attitude. Physical competence was divided into health-related fitness (cardiorespiratory endurance: 30-sec cross jumps; muscle strength: grip strength; flexibility: sit-and-reach) and skill-related fitness (agility: 7m shuttle run; power: standing broad jump; balance: one-leg stand with eyes closed). Daily activity was measured via pedometers and parent-report surveys. Stress was measured using salivary amylase. Attitudes were collected through parent surveys including sleep and screen time. Qualitative data included 320 pages of video transcripts, 25 pages of researcher journals, 27 pages of observation records, and 46 pages of childcare logs. Quantitative data were analyzed using SPSS 29.0 (Shapiro-Wilk, Levene, paired t-test, or Wilcoxon signed-rank test). Qualitative data were analyzed using qualitative content analysis, involving triangulation with a professor and two field instructors to ensure credibility, transferability, dependability, and confirmability. The results of applying the Physical Literacy-based storytelling movement program are as follows. First, significant improvements were found in health-related fitness, including cardiorespiratory endurance, left-side grip strength, and flexibility, as well as in skill-related fitness, including agility, power, and balance on both sides. However, no statistically significant improvement was found in right-side grip strength. These findings indicate that the program had a positive effect on enhancing children’s health- and skill-related physical fitness. Second, no statistically significant changes were observed in daily physical activity, measured by step counts and activity duration. This result likely reflects the characteristics of early childhood education settings, where immediate changes are difficult to achieve through short-term programs due to institutional schedules and environmental constraints. Third, children’s stress levels significantly decreased, suggesting that participation in the program promoted emotional stability. Fourth, no statistically significant changes were found in attitudes toward physical activity, including sleep duration and screen time. This may be attributed to the dominant influence of the home environment and lifestyle habits, which limited the impact of a short-term intervention. Taken together, these findings indicate that the program produced meaningful effects on children’s physical activity competence and emotional stability, while having limited impact on daily activity levels and overall attitudes. This suggests that although the program effectively supported children’s physical and emotional development, its influence remains limited regarding factors determined by broader ecological environments. In the category of Manifestation of intrinsic motivation and joy in movement experiences: ‘I want to do it again!’, children were observed to experience joy and immersion through physical activities within narrative contexts, thereby forming voluntary motivation for participation. In the category of Interaction and confidence through physical activity: ‘Let’s do it together, I’ll help you!’, social confidence and relational competence were expanded through collaborative interactions with peers. In the category of Growth of physical activity competence through physical control experiences: ‘Look, I did it too!’, physical activity competence and a sense of efficacy improved through repeated physical control experiences. Lastly, in the category of Cognitive understanding and creative expression through physical activity: ‘How about doing it like this?’, children demonstrated experiences of understanding concepts through bodily movement and transforming or reconstructing them into creative expressions. Taken together, these findings demonstrate that the program promoted children’s intrinsic motivation and joy through physical activities embedded in narrative contexts and strengthened social confidence and relational competence through collaborative peer interactions. Furthermore, the findings suggest that the program effectively supported children’s overall physical activity experiences by enhancing physical activity competence and efficacy through repeated physical control and by expanding cognitive understanding and creative expression mediated by physical movement. In conclusion, this study holds theoretical and practical significance by supporting children's integrated development through a Physical Literacy-based storytelling program. By applying mixed methods, it objectively verified effects while identifying the ecological mechanisms of Physical Literacy development. These results suggest a new direction for early childhood physical education and potential expansion into teacher education and policy.
more목차 도움말
Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구의 목적 5
3. 연구문제 5
4. 용어의 정의 6
1) 피지컬 리터러시 6
2) 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 7
Ⅱ. 이론적 배경 8
1. 피지컬 리터러시의 이론적 기초 8
1) 피지컬 리터러시의 개념과 철학적 근거 8
2) 피지컬 리터러시의 구성요소와 통합적 발달 19
3) 유아발달과 피지컬 리터러시 23
4) 피지컬 리터러시의 교수·학습 체계 24
2. 스토리텔링과 유아동작교육의 통합적 이해 26
1) 스토리텔링의 개념과 교육적 특성 26
2) 유아동작교육의 개념과 발달적 의미 28
3) 스토리텔링을 활용한 유아동작교육의 통합적 가치 37
4) 스토리텔링의 교수·학습 체계 39
3. 피지컬 리터러시 기반 스토리텔링 유아동작교육 관련 변인 46
1) 동기와 참여 지속성 47
2) 자신감과 정서적 안정 49
3) 신체역량과 조절성 52
4) 지식과 이해의 형성 53
Ⅲ. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 개발 56
1. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 개발 절차 56
1) 분석 단계 60
2) 설계 단계 63
3) 개발 단계 108
2. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 최종안 114
1) 목적 및 목표 115
2) 교육내용 115
3) 교수·학습 방법 116
4) 평가 123
Ⅳ. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 적용 효과 및 적용 과정에서 나타난 유아 경험의 의미 126
1. 연구방법 126
1) 연구참여자 126
2) 연구설계 128
3) 연구절차 129
4) 자료수집 135
5) 자료처리 및 분석 143
6) 연구윤리 145
2. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 적용 효과 146
1) 신체활동 역량에 미치는 효과 146
2) 일상적 신체활동에 미치는 효과 150
3) 스트레스에 미치는 효과 151
4) 신체활동 태도에 미치는 효과 152
3. 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 적용 과정에서 나타난 유아 경험의 의미 155
1) 움직임 경험에서 나타난 내적 참여 동기와 즐거움의 발현: 또 해보고 싶어! 155
2) 신체활동을 통한 상호작용과 자신감: 같이 하자, 내가 도와줄게! 158
3) 신체조절 경험을 통한 신체활동 역량의 성장: 봐봐, 나도 해냈어! 160
4) 신체활동을 통한 인지적 이해와 창의적 표현: 이렇게 해보면 어때 163
Ⅴ. 논의 및 결론 166
1. 요약 및 논의 166
1) 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 개발 166
2) 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 적용 효과 173
3) 피지컬 리터러시 기반 스토리텔링 유아동작프로그램 적용 과정에서 나타난 유아 경험의 의미 175
4) 양적·질적 결과의 통합적 이해: 피지컬 리터러시의 발달 메커니즘 177
2. 결론 및 제언 180
참고문헌 184
부 록 213
