논문 상세보기
pp.29-49
본 연구는 교사보조로봇을 활용한 활동이 유아의 사회적 능력에 어떤 영향을 미치는지를 알아보는데 그 목적이 있다. 충청남도 공주시에 소재한 K유치원 만 5세 두 학급 유아 38명을 대상으로 실험집단과 통제 집단으로 구분하여 실험을 실시하였다. 유아의 사회적 능력을 측정하기 위한 도구로는 Lafreniere와 Dumas(1995)의 Social Competence and Behavior Evaluation(SCBE)를 안라리(2005)가 번안한 도구를 사용하였다. t검증 결과에 따르면 실험집단이 통제집단의 유아보다 사회적능력 점수가 높았으며, 유의한 수준에서 차이가 있는 것으로 나타났다. 사회적 능력 점수의 하위수준을 따로 분석한 결과는 또래와의 상호작용에는 유의미한 차이가 없었으며, 성인과의 상호작용에만 유의미한 차이가 발견되었다. 따라서 교사 보조로봇을 활용한 활동이 유아의 전반적인 사회적 능력에는 긍정적인 영향이 있음을 확인할 수 있었지만, 또래와의 상호작용에 유의미한 차이가 없다는 결과는 추후 후속연구가 필요한 부분이라 할 수 있다.
The purpose of this study was to examine the effects of activities with teaching assistant robots on children’s social competence. The subjects of this study were 38 (five-year-old) children attending a Kindergarten in Gongju, Chungcheongnam-do. The instruments used in this study was An Rari(2005) translated Social Competence and Behavior Evaluation (SCBE) of Lafreniere and Dumas (1995) for the purpose of measuring children’s social competence. To test the research questions, two groups' means differences of each item between pre- and post-tests were calculated, and then t-tests were conducted on the increased scores from pre- to post-tests. Results of the study were as follows. First, the average of social competence was higher in the experimental group than that of the control group, and it was shown that there is a statistically significant difference (p< .05) as a result of applying t-test to average score increase on social competence test by each group, subtracting pre-test scores from post-test scores of children in both groups. Second, it was shown that there is no statistically significant difference as a result of applying t-test to average score increase on peer interaction test among the subcategories of social competence. Third, it was shown that there is a statistically significant difference (p< .05) as a result of applying t-test to average score increase on social interaction test with adults among the subcategories of social competence. Moreover, it was indicated that there is a statistically significant difference (p< .05) for both cooperation and autonomy in sub-element of social interaction test with adults among the subcategories of social competence. Moreover, it was indicated that there is a statistically significant difference (p< .05) for both cooperation and autonomy in sub-element of social interaction with adults.
