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  • 저자

    정명희

  • 학위수여기관

    韓國外國語大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    유아교육전공

  • 지도교수

    이명조

  • 발행년도

    2014

  • 총페이지

    75 p.

  • 키워드

    또래상호작용 경청 성품;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538900&outLink=K  

  • 초록

    The Effect of Characterizing Children's Attentive Listening Program on Peer Interaction On this study, we verify the effect of educating children's attentive listening on peer interaction. The purpose of this study is to obtain the effective teaching method for children by verifying the effect of educating children's attentive listening on peer interaction, The research questions of this study in order to obtain its purpose are as below. 1. What effect does the educating attentive listening have on peer total interaction. 2. What effect does the educating attentive listening have on peer Sub-factor interactions. 2-1. What effect does the educating attentive listening have on interpreting of peer play. 2-2. What effect does the educating attentive listening have on disconnection of peer play. 3-3. What effect does the educating attentive listening have on interaction of peer play. The subjects of this study are a group of 15 children aged 3 in D child care center in Dobong-gu as an experimental group, and a group of 5 children in S child care center in the same area as a control group. The method of this study is PIPPS(Penn Inter tivePeerPlay Scale) used by Choi, Heyoung(2008) to measure the result of an experimental group and a control group before and after the experiment which was created by Fanttzo, Coolahan, Mendez, McDeromoot and Sutton-Smith(1995) and revised in 1998. The period of this study was 4 weeks from March. 31st to April. 25th in 2014 and it was performed 5 times. Total number of experiments is 20 over all the activities in a whole day. Of the collected results of this experiment, the credibility of this study's measurement tools is verified by SPSS 18.0 statistical program using Chronbach's alpha coefficient of the experimental group and the control group, in order to verify the effect of peer interaction, ANCOVA is performed controling before test result as a covariate. The result of this study is summarized as followed. The result shows that educating attentive listening has effect on peer interaction in both an experimental group and a control group. With this result we prove that attentive listening affects peer interaction. The effect of educating attentive listening on this study's sub factors including interpreting peer play, disconnection of peer play and peer interaction are as below. First, educating attentive listening program makes a statistical difference in interpreting of peer play. Second, educating attentive listening program makes a statistical difference in disconnection of peer play. Third, educating attentive listening program does not make any statistical difference in interaction of peer play. As a result of this study it is verified that characterizing attentive listening affects peer interaction. It can be used as teaching method to improve peer interaction in children's education field.


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