초록 열기/닫기 버튼
본 연구의 목적은 유아와 교사의 상호작용을 통해 또래관계 형성과정에서의 외톨이 유아의 사회적 행동 변화를 탐색하는 것이다. 서울시 소재의 A 유치원에 다니고 있는 외톨이 유아가 연구 대상이었으며, 13개월 동안 참여관찰, 면담, 문서수집 등을 통하여 질적 사례연구를 실시하였다. 연구결과를 살펴보면 다음과 같다. 첫째, ‘또래와의 관계 시도하기’ 과정에서 외톨이 유아는 교사와 역동성 있는 상호작용을 하면서 또래에 대한 관심, 다가가기, 정서인식 및 반응하기 등의 사회적 행동을 통해 또래관계를 시도해 나갔다. 둘째, ‘또래와의 관계 유지하기’ 과정에서 도움 주고받기, 나누기, 협력하기, 의사소통하기, 사회적 문제해결하기 등의 사회적 행동을 통해 또래관계를 유지시켜 나갔다. 셋째, ‘또래와의 관계 확장하기’ 과정에서 주도하기, 공감하기, 위로하기, 격려하기 등의 사회적 행동을 통해 또래관계를 확장시켜나갔다. 역동성 있는 상호작용을 통해 또래관계 형성과정에서 외톨이 유아의 사회적 행동은 긍정적인 방향으로 변화해 나갔으며, 이를 통해 교사의 상호작용에 대한 태도와 신념, 유아에 대한 인식이 변화하면서 또래관계 형성을 적극적으로 지원하게 되었다.
The purpose of this study was to explore the change in nonsocial child’s social behaviors that occur in the process of forming the peer relationship through the child-teacher interaction. The participants of this study were as follows. In A kindergarten in Seoul, the nonsocial child and teachers were responsible for the four- and five-year-old children. A case study was conducted and the participant was observed for 13 months. Several methods such as participant observation, interviews, and document collection were used to analyze nonsocial child’s social behaviors that occur in formation process of peer relationships. The collected data were analyzed by the order of the open coding, axial coding, and selective coding. The main results acquired from this study were as follows. First, in ‘attempting relationship with peer’ process, Jiwon had attempted peer relationship through social behaviors of interests in the peer, approaching the peer, emotional awareness, and responding to the behavior while child and teacher were in dynamic interaction. Second, in the ‘maintaining relationships with peers’ process, Jiwon had maintained the peer relationship through social behaviors of helping and receiving other’s help, sharing, collaborating, communicating, and solving social problem. Third, in the ‘expanding relationships with peers’ process, Jiwon had expanding the peer relationship through social behaviors like initiating, sympathizing, comforting, and encouraging. Through these dynamic interactions, Jiwon’s social behaviors in the process of forming the peer relationship had changed to a positive direction. In addition, the teacher had changed her attitude and belief to be interactive and recognize Jiwon, and so that the teacher could actively support her building the peer relationship.
키워드열기/닫기 버튼
peer relationship, social behavior, child-teacher interaction, nonsocial child
