본 연구는 유아들이 그림책을 감상하고 그림책의 협동 관련 이야기를 나눈 후, 모둠별 토의 활동을 통하여 그림책의 내용에 기초한 협동적 집단게임을 스스로 구성하고, 구성한 집단게임활동에 친구들과 협동하여 참여하는 과정 속에서 나타나는 유아들의 경험을 분석하는데 목적이 있다. 본 연구에 참여한 유아는 경상북도 K시에 소재한 K초등학교 병설유치원에 재원중인 H반 만 5세 유아 24명(남 12명, 여 12명)이었다. 연구과정은 2013년 4월 23일부터 2013년 6월 27일까지 총 10주간 이루어졌으며, 총 활동 수는 27회 실시하였다. 자료 수집은 질적 연구의 타당도와 신뢰도를 높이기 위한 방법인 삼각측정법(Merriam, 1988)을 이용하여 녹화자료의 전사와 유아면담, 유아들의 활동 사진, 연구자의 관찰일지 및 유아들의 활동 결과물 등의 다양한 방법으로 이루어졌다. 수집된 자료들의 분석은 비디오 녹화 자료의 전사 및 수집된 자료들의 통합, 분석, 자료 분류 및 분석, 분류된 내용의 해석 단계를 거쳤다. 본 연구를 통해 얻은 결과는 다음과 같다.
협동관련 그림책을 활용한 유아 주도적 집단게임활동에서 유아들의 경험은 협동적 집단 게임이 경쟁 게임보다 더 즐겁다는 것을 알았고, 친구와 함께 만든 집단 게임이라 더욱 즐겁게 참여했으며, 게임의 승패보다 다양한 게임 방법을 서로 나누면서 즐거움을 느꼈다. 또 문제를 함께 해결하면서 사이좋은 친구가 되었으며, 공동의 목표를 달성하기 위해 친구와 협동을 하는 모습을 보였다.

The purpose of this study was to examine the experiences of young children's in the course of appreciating picture books, talking about cooperation described in the picture books, making cooperative group games based on the picture books through group discussions and performing the game activities in collaboration.

For this purpose, following research question was set up.

1. What experiences do young children gain while they engage in young children-led group game activities by using cooperation-related picture books?

Participants for this study were 24 young children(12 boys and 12 girls) in a class at a kindergarten attached to K elementary school in the city of K, North Gyeongsang Province. They were at the Western age of five. This study was implemented during a 10-week period of time from April 23 to June, 27, 2013. Overall, they engaged in the activities 27 times.
Data was gathered in diverse ways. The video materials were transcribed by using triangulation(Merriam, 1988) that was a method to improve the validity and reliability of a qualitative research, interview, and the photographs of the young children's activities, this researcher's observational journal and the results of their activities were all collected. As for data analysis, the video materials were transcribed, and the collected data was integrated, classified, analyzed and interpreted.

The results of this study are as follows:

The experiences that the young children had while engaging in the cooperative group game activities by using picture books were categorized into five: “knowing that the cooperative group games were more pleasant than competitive games,” “finding it more delightful to play the group games that they made together,” “finding it joyful to share opinions about diverse methods of the games without being concerned about victory or defeat,” “becoming good friends while solving the problems together,” and “cooperating with one another to attain the common goal.”

First, the young children found that the cooperative group games were more delightful to play than competitive games as they continued to make and fulfill cooperative group game activities on their own. Namely, they realized that there could be enjoyable results when they understood one another and felt happy about the process of tuning different opinions and of doing the activities, and that it's happier to play group games in collaboration than to compete with one another.

Second, the young children found it more pleasant to play the group games that they made together, as they realized that the cooperative game activities were more enjoyable than competitive games. While they made the games together, they learned that things which were difficult to do alone could be more easily done by discussing with others and by joining forces. Moreover, they learned that they should share their ideas to find a better way so that they could find it happier to play the cooperative group games together.

Third, the young children felt that sharing their ideas of how to play the games was more delightful than merely winning the games. Namely, they learned that they should share their diverse opinions to make both the process and results of the games more enjoyable, and they actually felt joy when they shared their ideas.

Fourth, they learned to enjoy both the process and results of the games, and found it delightful to communicate with one another. And they learned to join forces to solve problems that took place in the course of playing the group games, and they finally became good friends. When they tried to solve the problems that occurred during the cooperative group game activities, they got closer to one another and naturally realized that they could help each other and were eventually in mutually complementary relationship.

Fifth, they were better able to collaborate with one another to achieve their common goal. They joined forces to solve the problems that occurred during the game activities, and they got along well with one another. Thus, they learned to cooperate with one another and to accept other people's perspectives.

• 문남정(김천동신초등학교 병설유치원 교사) | Moon, Nam-Jeong