본 연구의 목적은 동화를 통한 이야기나누기가 유아의 배려적 사고 수행능력에 어떠한 영향을 미치는지 알아보는데 목적이 있다. 연구대상은 경기도 G시에 소재한 유치원의 2개 반으로 실험집단(18명)과 통제집단(18명)으로 배정하였다. 실험집단은 동화를 통한 이야기나누기 활동을 10주 동안 주 1회씩 총 10회의 교육활동을 적용하였으며, 통제집단은 같은 기간 동안 유치원 교육과정에 따른 교육활동을 실시하였다. 두 집단 간의 배려적 사고 수행능력 변화를 비교하기 위해 배려적 사고 관찰척도를 사용하여 평정하였다. 배려적 사고 수행능력에 집단 간 차이를 알아보기 위해 t-검증을 실시한 한 결과 실험집단은 배려적 사고의 하위요소인 가치부여적 사고, 규범적 사고, 정서적 사고, 감정이입적 사고, 행동적 사고의 수행능력이 통제집단에 비해 통계적으로 유의하게 높은 증가를 나타냈다. 본 연구를 통해 동화를 통한 이야기나누기가 유아의 배려적 사고 수행능력에 긍정적인 영향을 미친다는 것을 알 수 있다.

The purpose of this study was to find out the effects of discussion activities through fairy tales on a Young children’ ability to carry out caring thinking.For the purpose of the study, the detailed items were set up like these.1. How does discussion activities through fairy tales affect a young children’s ability to carry out caring thinking?1-1. How does discussion activities through fairy tales affect a young children’s ability to carry out appreciative thinking?1-2. How does discussion activities through fairy tales affect a young children’s ability to carry out normative thinking?1-3. How does discussion activities through fairy tales affect a young children’s ability to carry out affective thinking?1-4. How does discussion activities through fairy tales affect a young children’s ability to carry out empathic thinking?1-5. How does discussion activities through fairy tales affect a young children’s ability to carry out active thinking? The subjects for this study were 36 children at the age of five from two classes of a D public kindergarten located at G city in Geonggi-do. Out of these children, the experiment group consisted of 18 children from A class and the controlled one was made up of 18 children from B class. And the material titled The Standard for Observation on caring Thinking was adopted as the tool for the study, which was developed by Lee Choon-hee(2007) based on the type characteristics of the caring thinking by Lipman(2003) to find out the young children’s ability to carry out caring thinking. For the experiment for the study, the activity of discussion activities through fairy tales was carried out for ten weeks from October 16(Tue), 2012 through December 21(Fri), 2012, during which ten educational activities were conducted for about 18-25 minutes of their free choice activities by group. As for the handling of the data, the average and standard deviation of a preliminary inspection and post one between the experimental group and controlled one were calculated to investigate the effect of the activity of discussion activities through fairy tales on the considerate thinking and then t verification was conducted on the remaining score in which the score of post experiment was subtracted by that of preliminary score to check the difference between the two groups.The result of this study was as follows: Discussion activities through fairy tales has shown statistically significant difference (p<.001), which means it has positive effect on a young children’s ability to carry out caring thinking. First, discussion activities through fairy tales was revealed to have statistically significant distinction(p<.001) in activity to carry out appreciative thinking, a sub factor of a young children’s caring thinking, and this represented that the activity had positive effect on a young children’s activity to carry out appreciative thinking. Second, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out normative thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out normative thinking. Third, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.001) in the activity to carry out affective thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out affective thinking. Fourth, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out empathic thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out empathic thinking. Fifth and the last, discussion activities through fairy tales showed that it had statistically meaningful disparity(p<.01) in the activity to carry out empathic thinking, a sub factor of young children’s caring thinking, indicating that the activity has positive effect on their activity to carry out empathic thinking.

《요 약》
 Ⅰ. 연구의 필요성 및 목적
 Ⅱ. 연구 방법
  1. 유아의 배려적 사고 수행능력 검사 도구
  2. 연구 절차
  3. 본 연구
 Ⅲ. 결 과
  1. 동화를 통한 이야기나누기가 유아의 가치부여적 사고 수행능력에 미치는 영향
  2. 동화를 통한 이야기나누기가 유아의 규범적 사고 수행능력에 미치는 영향
  3. 동화를 통한 이야기나누기가 유아의 정서적 사고 수행능력에 미치는 영향
  4. 동화를 통한 이야기나누기가 유아의 감정이입적 사고에 미치는 영향
  5. 동화를 통한 이야기나누기가 유아의 행동적 사고 수행능력에 미치는 영향
 Ⅳ. 논의 및 결론
  A. 논의
  B. 결론
 참고문헌
 ABSTRACT

• 강희경(광주도곡초등학교병설유치원 교사) | Gang, Hui-Gyeong