본 연구에서는 어린이집 만 2세 두 개 학급의 영아 24명을 대상으로 자유놀이 시간에 이루어지는 또래 간 상호작용의 특성이 어떻게 나타나는지 문화기술적 접근을 통해 살펴보았다. 연구결과 만 2세 학급 영아들은 자유놀이 시간 동안 또래의 관심을 끌어 놀이를 시작하고 유지하기 위한 적극적인 상호작용 전략을 사용하였으며, 말의 운율, 속도, 반복, 소리 등 언어의 여러 요소를 이용한 말놀이를 즐기는 것으로 나타났다. 영아들은 상상놀이 상황과 현실 상황을 자유롭게 오가며 상호작용하는 특성을 나타냈으며, 또래에게 자신의 존재를 인정받기 위하여 노력하는 모습을 보였다. 놀이감이나 놀이영역을 둘러싸고 서로 간의 욕구 충돌이 발생하면 교사에게 의존하거나 물리적인 행동으로 해결하려는 모습에서 벗어나 점차 언어적 상호작용을 통한 긍정적인 방법으로 해결하려는 시도를 하기도 하였다. 또한 또래에 대한 관심과 애정을 보이면서 놀이감을 공유하거나 또래의 어려움에 공감해주고 직접 도움을 주는 등의 친사회적인 상호작용을 하는 것으로 나타났다.

The purpose of this study was to examine the characteristics of peer interactions among 2-year-old infants in a daycare center. The participants of this study were 24 two-year-old infants in two different classes at a daycare center located in Seoul. This study was conducted for 12 weeks from July to September, 2006. The infants were observed four times a week while they were engaged in indoor free play. The infants used various strategies to maintain on-going play with their peers. They also enjoyed word plays that integrated multiple language components such as rhythm, speed, and sound repetition. While the infants interacted with one another, they often moved back and forth between imaginary play situations and reality. In addition, the infants made efforts to gain recognition about their strengths from their peers. Conflicts among the infants occurred surrounding toys and play areas. They relied on their teachers or physical strategies to solve interpersonal problems, but gradually learned to behave in a more positive manner through verbal interactions. This study found various types of prosocial interactions among the infants. Implications of the study for teachers of young children are discussed in detail.

The purpose of this study was to examine the characteristics of peer interactions among 2-year-old infants in a daycare center. The participants of this study were 24 two-year-old infants in two different classes at a daycare center located in Seoul. This study was conducted for 12 weeks from July to September, 2006. The infants were observed four times a week while they were engaged in indoor free play. The infants used various strategies to maintain on-going play with their peers. They also enjoyed word plays that integrated multiple language components such as rhythm, speed, and sound repetition. While the infants interacted with one another, they often moved back and forth between imaginary play situations and reality. In addition, the infants made efforts to gain recognition about their strengths from their peers. Conflicts among the infants occurred surrounding toys and play areas. They relied on their teachers or physical strategies to solve interpersonal problems, but gradually learned to behave in a more positive manner through verbal interactions. This study found various types of prosocial interactions among the infants. Implications of the study for teachers of young children are discussed in detail.

Infant, Peer interactions, Childcare center