본 연구는 협동적 탐구 활동 경험이 주의력 결핍 과잉 행동 문제를 지닌 만 5세 유아의 사회적 능력과 자아존중감에 미치는 영향을 알아보기 위해 수행되었다. 연구대상은 경기도에 소재하는 2군데 유치원의 15개 학급에서 주의력 결핍 과잉 행동 유아 25명과 인기 아동 25명을 선정하여 연구자가 구성한 협동적 탐구 활동을 9주 동안 적용하였다. 협동적 탐구 활동은 지그소우 협동학습모형과 GI 협동학습모형에 기초하여 본 연구자가 구안한 교수모형에 따라 동화를 통한 사고활동과 영역별 표상활동을 포함시켜 협동학습 과제를 수행하였다. 연구결과 또래집단에서 주의력 결핍 과잉 행동 유아들의 외현적 행동문제가 감소되고 자아개념이 증가된 것으로 나타났다.

The purpose of this study was to investigate changes in externalizing problem behavior and self- esteem of children with Attention Deficit Hyperactivity Disorder(ADHD) through the Inquiry activity based Cooperative learning intervention. The ADHD children participated the Inquiry activity with social competent peers for 9 weeks by their teachers. they complimented thinking activities through fairy tale, three-four Inquiry activities, which was 30~40 minutes-per-activity during five days per a week. The effects of the Cooperative learning intervention are described as following. First, the ADHD children showed a significant decrease in externalizing problem behavior. Second, the ADHD children showed a significant increase on the self- esteem. This fact implies that the Inquiry activity based cooperative learning intervention is effective for the improvement of young children´s social competences and peer interaction of ADHD children.

The purpose of this study was to investigate changes in externalizing problem behavior and self- esteem of children with Attention Deficit Hyperactivity Disorder(ADHD) through the Inquiry activity based Cooperative learning intervention. The ADHD children participated the Inquiry activity with social competent peers for 9 weeks by their teachers. they complimented thinking activities through fairy tale, three-four Inquiry activities, which was 30~40 minutes-per-activity during five days per a week. The effects of the Cooperative learning intervention are described as following. First, the ADHD children showed a significant decrease in externalizing problem behavior. Second, the ADHD children showed a significant increase on the self- esteem. This fact implies that the Inquiry activity based cooperative learning intervention is effective for the improvement of young children´s social competences and peer interaction of ADHD children.

cooperative learning, inquiry activity, attention deficit hyperactivity disorder, externalizing problem behavior self-esteem