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놀이와 게임 중심의 레크레이션 프로그램이 정신지체아동의 사회적 기술에 미치는 효과 원문보기
(The) Effects of The Play and Game Recreation Programs on Improvement of Social Skills of Mentally Retarded

  • 저자

    공명순

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 57p.

  • 키워드

    놀이 게임 레크레이션 정신지체아동;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9153392&outLink=K  

  • 초록

    This study is designed to apply recreational programs based on play and games to mentally retarded children who are bereft of social skills and poor at forming person-to-person relations and to determine the influences of the programs on changes in the social skills of the children. The following is the research problem. What influences do the programs have on the self-help skills, moving skills, work skills, communicative skills and socialization skills of mentally retarded children? The subjects were four mentally retarded sixth graders, of whom the researcher is in charge, at a special school in South Kyeongsang Province. A pretest and a post test were conducted to test five areas as self-help, work, communication, sociality and social maturity on the basis of an evaluative checklists. The training tool was 12 weeks' programs centered on play and games. The measuring tools were a social-maturity test and social skill performance and ability test and the training tools were recreational programs centered on plays and games. The results were as follows. First, self-help abilities increased by 17 percent on an average. This result contributed to the programs centered on play and games. Second, moving abilities increased by 27 percent on an average. This result contributed to an increase in self-confidence with the help of the programs centered on play and games: The subjects came to expand their range of moving distances, coming to schools and going home on their own and going to Euiryeong, 20 kilometers off from the school. Third, working abilities increased by 25 percent on an average. They came to run a simple errand, to take an interest in handling tools and to have self-confidence. Forth, communicative abilities increased by 25 percent on an average. This result contributed to the programs centered on play and games inducing them to try to clearly make themselves understood and talk with their friends about their feelings. Fifth, socializing abilities increased by 26 percent on an average. They came to abide by rules, to wait for their turns, to take active part in physical education and to decrease their inferiority. Their social age increased by +0.86 and their social maturity index increased by +5.84 or so. Therefore, the survey on the influences of programs centered on play and games on the four subjects indicates that the program had a positive influence on the improvement of self-help skills, moving skills, working skills, communicative skills and socializing skills.


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