본 연구의 목적은 유치원에서의 협동적 신체표현활동 경험이 만 4세 유아의 친사회적 행동에 어떠한 영향을 미치는지 알아보는데 목적이 있으며, 이를 통하여 유아교육 현장에 협동적 신체표현활동 교수․학습방법의 기초 자료를 제공하는데 의의가 있다. 연구대상은 강원도 S시와 D시에 소재한 2개 단설유치원 종일제에 재원 중인 만 4세 유아 46명이며, 12주 동안 총 11회 실시하였다. 연구 도구는 유아의 친사회적 행동에 대한 사전과 사후검사를 위해 Babcock, Hartle과 Lamme(1995)의 평가척도를 기초로 김영옥(2003)이 개발한 유아의 친사회적 행동 평가 검사도구(Prosocial Behavior Scale for Young Children)를 사용하였다. 본 연구의 결과 협동적 신체표현활동은 유아의 지도성, 도움주기, 의사소통, 주도적 배려, 접근시도하기, 나누기, 감정이입 및 조절에 영향을 미치는 것으로 나타났다. 결론적으로, 협동적 신체표현활동은 유아의 친사회적 행동에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study was to investigate the experience of cooperative physical expression activities at a kindergarten on young children's prosocial behavior. Participants for the study were 46 four-years-old and children attending two kindergartens attached to the public kindergarten in D and S city, GangWon-do. The results of the study were as follows. The experience of cooperative physical expression activities at a kindergarten made statistically significant group differences of young children's prosocial behavior(p<.001). This means that cooperative physical expression activities had positive effects on young children's prosocial behavior. First, cooperative physical expression activities made statistically significant group differences of young children's 'leadership'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'leadership'. Second, cooperative physical expression activities made statistically significant group differences of young children's 'helping'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'helping'. Third, cooperative physical expression activities made statistically significant group differences of young children's 'communication'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'communication'. Forth, cooperative physical expression activities made statistically significant group differences of young children's 'initiative consideration'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'initiative consideration'. Fifth, cooperative physical expression activities made statistically significant group differences of young children's 'approaching'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'approaching'. Sixth, cooperative physical expression activities made statistically significant group differences of young children's 'sharing'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'sharing'. Seventh, cooperative physical expression activities made statistically significant group differences of young children's 'empathy and self-control'(p<.001). This means that cooperative physical expression activities had positive effects on young children's 'empathy and self-control'.

• 이해경(미로초등학교병설유치원 교사) | Lee, Hae-Gyeong