본 연구는 명화감상을 통한 이야기 만들기가 유아의 상상적 내러티브의 구조에서 어떠한 영향을 미치는지 그 효과를 알아보고자 하는데 연구의 목적이 있다. 연구대상은 만 5세 유아 40명(실험집단: 20명, 통제집단: 20명)이며 실험집단은 2006년 10월 9일부터 2006년 12월 29일까지 총 12주간에 걸쳐 명화를 감상하고 이야기를 만들어보는 과정(12회)을 실시하였으며 통제집단은 자유선택활동 시간에 생활주제에 따른 언어활동만 실시하였다. 명화감상을 통한 이야기 만들기의 절차는 명화 탐색하기, 명화에 대한 느낌 이야기하기, 이야기의 단서들 찾기, 이야기 단서들을 연결하여 이야기하기. 상상적 이야기 만들기의 순으로 이루어졌다. 연구의 결과는 명화감상을 통한 이야기 만들기를 실시한 실험집단의 유아들이 생활주제에 따른 언어활동만 실시한 유아들보다 상상적 내러티브의 구성 요소, 구조 수준, 상상적 내러티브의 길이를 향상시키는 것으로 나타났다.

This study aims to investigate what influence the story making through appreciation of famous paintings has on young children’s imaginative narrative. For the purpose of this study, I have established the following research questions. 1. Does the story making through appreciation of famous paintings have influence on the development of young children’s imaginative narrative? 1-1 Does the story making through appreciation of famous paintings have influence on the components of young children’s imaginative narrative? 1-2 Does the story making through appreciation of famous paintings have influence on the structure of young children’s imaginative narrative? 1-3 Does the story making through appreciation of famous paintings have influence on the length of young children’s imaginative narrative? The subjects of this study were 40 young children, of whom are 20 young children from T Kindergarten in Suwon, Gyeonggi-do (for the experimental group), and other 20 ones from D Kindergarten in the same city (for the control group). Their average age was 5 years and 8 months. I have used as research tools for analyzing imaginative narrative the reference for the analysis of ‘story elements of imaginative narrative,’ which was modified from that used in Lee and Lee’s (2005) work, and the references for the analyses of ‘levels of narrative’and ‘length of narrative,’ used in O’Donell-Johnson’s (1999) work. I have video-recorded the whole process, which in turn has been transcribed. As for data processing, I have worked out frequencies and means of the transcribed data in accordance with the research questions. I have carried out a test in order to examine the differences in story elements and levels of narrative in young children’s imaginative narrative, and performed t-test of the increased scores after the experiment compared to those before with respect to length of narrative. The results from this study are as follows. First, the activities of story making through appreciation of famous paintings have had effects on promoting the story elements of the young children’s imaginative narrative. As a result of the post-test, the experimental group showed meaningful differences from the control group in such story elements as ‘beginning‘, ‘time,’ ‘problem’, ‘response,’ and ‘ending‘. Second, the activities of story making through appreciation of famous paintings have had effects on promoting the levels of narrative of the young children’s imaginative narrative. Though the two groups showed such developmental levels as ‘action sequence’ and ‘reactive sequence’in the preliminary test, in the post test, the experimental group showed higher frequencies at the levels of ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ whereas the control group showed meaningful differences with ‘action sequence,’ ‘reactive sequence,’ ‘abbreviated episodes,’ and ‘complete episodes,’ Third, the experimental group, which underwent story making activities through appreciation of famous paintings showed more effective increase in the length of narrative than the control group, which did not. Generalizing the results so far, we can find out that story making through appreciation of famous paintings has positive effects on young children’s imaginative narrative. Thus, this suggests that story making through appreciation of famous paintings is an effective way to develop imaginative narrative ability.

• 김미영(경기도 수원 황곡초등학교 병설유치원 교사) | Kim, Mi-young