본 연구는 전래동화를 활용한 개작활동이 유아의 조망수용능력에 어떠한 영향을 미치는가를 알아보는 데 그 목적이 있다. 연구대상은 경기도 파주시 소재 공립유치원에 재원 중인 만 5세 유아 32명이었으며, 실험집단 유아에게 8주간 주 3회씩 전래동화를 듣고 개작하는 활동을 실시하였다. 연구도구는 조망수용능력 검사도구와 개작활동을 위한 전래동화 8편을 사용하였고, 연구문제를 검증하기 위하여 SPSS for Windows 12.0 프로그램으로 통계분석이 이루어졌다. 그 결과 유아의 조망수용능력은 인지 조망수용능력과 감정 조망수용능력에서 전래동화를 활용한 개작활동을 경험한 실험집단과 전래동화를 활용한 개작활동을 경험하지 않은 통제집단 간에 유의한 차이가 있는 것으로 나타났다.

This study was to investigate how the rewriting activity using traditional fairy tales affected young children' s perspective-taking ability. Subjects for this study were 16 five-year-old children (experimental group) attending the kindergarten attached to P elementary school and another 16 five-year-old children (control group) attending the kindergarten attached to J elementary school. Both schools were located in Paju, Gyunggee. The experimental group was treated with the rewriting activity after listening to traditional fairy tales, while the control group only listened to the same traditional fairy tales. The instrument of perspective-taking ability, which Kim (1985) translated based upon Kurdek and Rodgon' s (1975) research and was revised by Hur (2001), was used as a measure of young children' s perspective-taking ability. Eight traditional fairy tales with didactic or retributive factors were selected to be used for rewriting activity. To test research questions, means and standard deviations of the difference scores between post- and pre-tests were calculated first, then t-tests were conducted using SPSS for Windows 12.0. Results of this study were as follows. First, a significant difference of perspective-taking ability between experimental and control groups was found. Second, there was a significant difference of cognitive perspective-taking ability between experimental and control groups. Third, it was also found that the affective perspective-taking ability of the experimental group significantly differed from that of the control group.

• 한은경(용연초등학교 병설유치원 교사) | Han, Eun-Kyung