본 연구는 사회적 상호작용이 활발한 역할놀이와 최근에 유아교육기관에서 확대되고 있는 교사보조로봇 활용놀이 간의 사회적 상호작용 및 놀이성 비교를 통해 어떠한 차이가 나타나는지를 알아보고자 하였다. 연구대상으로는 서울시에 위치한 유아교육기관 만 4, 5세 유아 32명(남아 16명, 여아 16명)을 대상으로 하였다. 또래와의 상호작용 및 놀이성을 비교하기 위하여 유아들은 2인 1조로 구성하여 교사보조로봇 활용놀이와 역할놀이를 회당 약 20분 간 진행하였다. 연구 결과 교사보조로봇 활용놀이가 역할놀이에서보다 또래와의 언어적 상호작용의 빈도가 유의미하게 많은 것으로 나타났으며, 비언어적 상호작용에서도 긍정적 상호작용이 유의미하게 높은 것으로 나타났다. 또한 놀이성 비교에서도 교사보조로봇 활용놀이가 역할놀이에서 보다 대체적으로 높게 나타났으며 특히 사회적 자발성에서 유의미하게 높게 나타났다. 이는 교사보조로봇이 또래와의 상호작용을 촉진시켜 사회성 발달을 도모하고, 유아들의 흥미와 동기를 유발하여 놀이에 몰입할 수 있게 하는 매개체임을 시사하고 있다.

This study was to compare young children’s social interaction and playfulness in both play situations, one in a teaching assistant robot area and another in a role play area. The subjects of this study were 32 children(16 boys, 16 girls) aged between 4 and 5 years attending two child care centers in Seoul, Korea. The young children were paired to play in each play area for about 20 minutes and the play sessions were videotaped and transcribed. Children’s social interaction was classified into both verbal interaction(with 5 subcategories) and nonverbal interaction(with two subcategories). Young children’s playfulness was classified by Children’s Playfulness Scale. The data were analyzed by t-test with SPSS 18 program. The results were as follows: There were differences between the two play situations in social interaction and playfulness. Young children showed more social interaction and higher playfulness in a play situation with a teaching assistant robot than in a role play area. The results suggest that the interface and digital content of the teaching assistant robot are likely to mediate young children’s social interaction and evoke their spontaneity and humor.

This study was to compare young children’s social interaction and playfulness in both play situations, one in a teaching assistant robot area and another in a role play area. The subjects of this study were 32 children(16 boys, 16 girls) aged between 4 and 5 years attending two child care centers in Seoul, Korea. The young children were paired to play in each play area for about 20 minutes and the play sessions were videotaped and transcribed. Children’s social interaction was classified into both verbal interaction(with 5 subcategories) and nonverbal interaction(with two subcategories). Young children’s playfulness was classified by Children’s Playfulness Scale. The data were analyzed by t-test with SPSS 18 program. The results were as follows: There were differences between the two play situations in social interaction and playfulness. Young children showed more social interaction and higher playfulness in a play situation with a teaching assistant robot than in a role play area. The results suggest that the interface and digital content of the teaching assistant robot are likely to mediate young children’s social interaction and evoke their spontaneity and humor.