본 연구의 목적은 그림책을 읽고 이야기를 나눈 후, 그림책 중에서 사회적 능력이 포함되어 있는 내용과 관련된 토의 주제를 중심으로 소집단내에서 또래 간에 토의하는 활동이 유아의 사회적 능력에 어떠한 영향을 미치는지를 알아보는데 그 목적이 있다. 연구대상은 전라북도 k군에 소재한 k단설유치원 2개 학급에 재원중인 만 5세 유아 48명으로, 실험집단 (24명)과 통제집단(24명)으로 배정하였다. 실험집단은 그림책을 활용한 소집단 토의활동을 8주 동안 매주 2회씩 총 16회에 걸쳐 실시하였으며, 통제집단은 같은 기간 동안 생활 주제에 따른 유치원 교육과정과 일과 운영에 맞추어 일상적인 교육 활동을 실시하였다. 두 집단 간의 사회적 능력 변화를 비교하기 위해 유아의 사회적 능력 검사를 실시하였다. 유아의 사회적 능력의 집단 간 차이를 알아보기 위해 t-검증을 실시한 결과 실험집단은 사회적 능력의 하위요소인 주도성, 협조성, 사교성이 통제집단에 비해 통계적으로 유의하게 높은 증가를 나타냈다. 본 연구를 통해 그림책을 활용한 소집단 토의활동이 유아의 사회적 능력에 긍정적인 영향을 미친다는 것을 알 수 있다.

The purpose of this study was to investigate the effect of small group discussion activities using picture books on young children’s social competence.

The research subjects were defined as follows depending on the purpose of this study:

1. How does small group discussion activities using picture books affect young children’s social competence?
1-1. How does small group discussion activities using picture books affect young children’s initiative of social competence?
1-2. How does small group discussion activities using picture books affect young children’s cooperation of social competence?
1-3. How does small group discussion activities using picture books affect young children’s sociability of social competence?

The participants for this study were 48 children of 5 year age or 2 classes from K public Kindergarten located in K, Jeollabuk-do. The experimental group was selected 24 children(male 9, female 15) of 5 year age in A class, and the controlling group 24 children(male 11, female 13) of 5 year age in B class. The instrument for young children’s social competence was the Young Children’s Social Competence Instrument(Woo, 2002). Experimental group treatments had been conducted 16 times for 10 weeks from Oct. 8th(mon) to Dec. 14th(thu) in 2012 during the Free Choice Activities. Each 110minute observation were made from the first treatment through the sixth treatment and each 70minutes to the end of the treatment of this study.
To test the research question, two group’s mean and standard deviations of social competence scores were calculated, and t-tests were conducted test group differences.

The result of the study were as follows:

The significant group differences of young children’s social competence was found(p<.001). First result means that small group discussion activities using picture books has positive effects on young children’s social competence.

First, the significant group differences of young children’s initiative was found(p<.001). second result means that small group discussion activities using picture books has positive effects on young children’s initiative of social competence.

Second, the significant group differences of young children’s cooperation was found(p<.001). third result means that small group discussion activities using picture books has positive effects on young children’s cooperation of social competence.

Third, the significant group differences of young children’s sociability was found(p<.01). third result means that small group discussion activities using picture books has positive effects on young children’s sociability of social competence.

• 나서은(익산흥왕초등학교병설유치원 교사) | Na, Seo-Eun