earticle

영어

The purpose of this study is to examine effective teaching-learning methods in education fields by investigating how the conflict structured dramatic play applying LT (Learning Together) Cooperative Learning Model affects young children’s pro-social behavior and interpersonal cognitive problem-solving. The subjects in this study were 46 five-year-old children in two kindergartens located in Gyeonggi Province. Twenty-three children were assigned to an experimental group, while the remaining 23 children were assigned to a comparative group. For the experimental group, the conflict structured dramatic play applying LT Cooperative Learning Model was implemented 20 times for 10 weeks. For the comparative group, the activities with the conflict structured storytelling and discussion were implemented. The findings are as follows. First, there were statistically significant differences between the two groups. The children from the experimental group showed statistically higher scores than the children from the comparative group in the domain of pro-social behavior including leadership, helping, communication, proactive consideration, attempting to approach, sharing, empathy and controlling. Second, there were statistically significant differences in all domains except causative thinking between the two groups. The children from the experimental group showed higher scores than the children from the comparative group in the domain of interpersonal cognitive problem-solving including alternative solution thinking, sequence prediction thinking, and means-goal thinking These results imply that the conflict structured dramatic play applying LT Cooperative Learning Models may help to increase the development of young children’s pro-social behavior and interpersonal cognitive problem-solving.

한국어

본 연구는 LT협동학습을 통한 갈등상황 극놀이가 유아의 친사회적 행동 및 대인문제해결사고에 어떠한 영향을 미치는지 알아보았다. 연구대상은 경기도의 두 곳의 유치원에 재원 중인 만 5세 유아 46명이다. 본 연구를 위하여 실험집단 23명의 유아에게 10주 동안 매주 2회 총 20회 대집단 활동 시간에 LT협동학습 모형을 통한 극놀이 활동을 실시하였으며, 비교집단 23명의 유아에게는 갈등상황 동화를 듣고 이야기 나누기 활동을 실시하였다. 본 연구 결과는 다음과 같다. 첫째, LT협동학습을 통한 갈등상황 극놀이를 실시한 결과, 친사회적 행동 전체와 하위영역인 지도성, 도움주기, 의사소통, 주도적 배려, 접근 시도하기, 나누기, 감정이입 및 조절에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 둘째, LT협동학습을 통한 갈등상황 극놀이는 대인문제해결사고 전체와 하위 영역인 대안적 해결사고, 결과예측사고, 수단-목적 사고에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 본 연구의 결과는 LT협동학습을 통한 갈등상황 극놀이가 유아의 친사회적 행동과 대인문제해결사고의 발달을 증진시키는데 도움을 줄 수 있다는 것을 시사한다.