디지털 기반의 협력적 신체 놀이가 유아의 자기조절력과 기본운동능력에 미치는 영향
The effects of digital-based collaborative physical play on young children's self-regulation and fundamental movement skills
- 주제(키워드) 도움말 digital-based collaborative physical play , self-regulation , fundamental movement skills
- 발행기관 강원대학교 교육대학원
- 지도교수 도움말 양유진
- 발행년도 2026
- 학위수여년월 2026. 6
- 학위명 석사
- 학과 및 전공 도움말 교육대학원 유아교육전공
- 세부분야 해당없음
- 실제URI http://www.dcollection.net/handler/kangnung/000000012436
- UCI I804:42001-000000012436
- 본문언어 한국어
초록/요약 도움말
This study aimed to examine the effects of digital-based cooperative physical play on young children’s self-regulation and fundamental motor skills, as well as to explore the short-term sustainability of these effects. To achieve this purpose, the following research questions were established: （1） Are there differences between the experimental and comparison groups in young children’s self-regulation and fundamental motor skills following participation in digital-based cooperative physical play? （2） Does digital-based cooperative physical play influence within-group pre–post changes in young children’s self-regulation and fundamental motor skills? （3） Are the effects of digital-based cooperative physical play maintained over time? Based on an analysis of prior studies and a comprehensive literature review, the concept and components of digital-based cooperative physical play were derived. Accordingly, instructional strategies and activity procedures were systematically designed. The developed play program was validated for content through expert review by early childhood education specialists and in-service teachers, and its feasibility and appropriateness were confirmed through a pilot study. Participants were 34 four-year-old children enrolled in a childcare center located in W city, consisting of an experimental group （n = 19） and a comparison group （n = 15）. An experimental design was employed over an eight-week intervention period. Pre-tests were conducted prior to the intervention. The experimental group participated in digital-based cooperative physical play, whereas the comparison group engaged in conventional physical play focusing on fundamental motor skills. Post-tests were conducted to examine group differences, and a follow-up test was administered to the experimental group two weeks after the intervention to assess the sustainability of the effects. Data were analyzed using SPSS 21.0. Descriptive statistics and reliability analyses were conducted, and nonparametric tests were applied based on normality checks. The Mann–Whitney U test was used to examine baseline homogeneity between groups. Ranked analysis of covariance （Ranked ANCOVA）, controlling for pre-test scores, was conducted to test group differences in post-test scores. Additionally, the Wilcoxon signed-rank test was used to examine within-group pre–post changes. The results indicated that the experimental group showed statistically significant improvements in both self-regulation and fundamental motor skills compared to the comparison group. Significant gains were observed across all subdomains of fundamental motor skills, including stability, locomotion, and object control, as well as in self-regulation. Furthermore, follow-up results revealed no significant decline compared to post-test scores, suggesting the short-term maintenance of the intervention effects. These findings suggest that an integrated educational approach combining digital media, cooperative play, and physical activity can effectively promote both self-regulation and fundamental motor skills in young children. However, the study is limited by its small sample size and short-term follow-up design. Future research should employ longitudinal designs and include a broader range of variables to further examine the long-term sustainability and transfer effects. This study contributes to the field by proposing digital-based cooperative physical play as a practical instructional approach in early childhood education and by providing foundational evidence for supporting young children’s holistic development.
more목차 도움말
Ⅰ. 서론 1
1. 연구의 필요성 및 목적 1
2. 연구 문제 5
3. 용어의 정의 6
1） 디지털 기반의 협력적 신체 놀이 6
2） 자기조절력 7
3） 기본운동능력 7
Ⅱ. 이론적 배경 8
1. 디지털 기반의 협력적 신체 놀이 8
1） 디지털 기반의 협력적 신체 놀이의 개념 8
2） 디지털 기반의 협력적 신체 놀이의 주요 구성요소 10
3） 디지털 기반의 협력적 신체 놀이의 교육적 의의 20
2. 자기조절력 24
1） 자기조절력의 개념과 구성 요인 24
2） 자기조절력의 발달과 영향 요인 30
3） 자기조절력과 디지털 기반의 협력적 신체 놀이 41
3. 기본운동능력 44
1） 기본운동능력의 개념과 발달 44
2） 디지털 기반의 협력적 신체 놀이와 기본운동능력 51
Ⅲ. 연구 방법 57
1. 연구 설계 57
2. 연구 대상 58
3. 연구 도구 60
1） 자기조절력 60
2） 기본운동능력 61
4. 연구절차 62
1） 디지털 기반의 협력적 신체 놀이의 구성 64
2） 예비연구 74
3） 본 연구 75
5. 자료 분석 82
6. 연구의 윤리적 고려 83
Ⅳ. 결과 및 해석 84
1. 디지털 기반의 협력적 신체 놀이의 집단 간 차이 84
2. 디지털 기반의 협력적 신체 놀이의 집단 내 사전-사후 변화 88
3. 디지털 기반의 협력적 신체 놀이의 추후 효과 90
Ⅴ. 논의 및 제언 92
1. 요약 및 논의 92
2. 제언 98
참고문헌 100
부록 112
