몬테소리 프로그램 재원기간에 따른 유아의 주의집중 시간 분석
- 주제(키워드) 주의집중 시간
- 발행기관 아주대학교
- 지도교수 유은영
- 발행년도 2013
- 학위수여년월 2013. 8
- 학위명 석사
- 학과 및 전공 교육대학원 유아교육
- 실제URI http://www.dcollection.net/handler/ajou/000000015047
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
국문초록 몬테소리 프로그램 재원기간에 따른 유아의 주의집중 시간 분석 본 연구는 몬테소리 프로그램에 참여한 만5세 유아의 자유선택활동 시간에 나타난 주의집중 시간 변화를 알아보고, 재원 기간에 따라 주의집중 시간에 차이가 있는지, 관찰을 통해 알아보고자 하는데 연구의 목적이 있다. 이에 따른 연구문제는 다음과 같다. 1. 몬테소리 프로그램에 참여하는 유아의 자유선택활동 시간에 나타난 주의집 중 시간 변화는 어떠한가? 2. 몬테소리 프로그램 재원기간에 따른 유아의 주의집중 시간에 차이가 있는가? 1) 재원기간에 따라 주의집중 시간에 차이가 있는가? 2) 재원기간에 따라 한 개의 선택교구에 집중하는 시간에 차이가 있는가? 본 연구는 몬테소리 프로그램에 참여한 유아의 주의집중 시간 변화를 알아보기 위하여 경기도 화성시에 소재한 몬테소리유치원에 재원 중인 만 5세 유아 5명을 대상으로 하였다. 5명의 유아는 몬테소리교육을 처음 받는 유아 2명과 몬테소리 교육을 2년 이상 받은 유아 3명으로 구성하였다. 연구기간은 2013년 3월25일부터 5월7일까지6주, 6월10일부터 6월21일 2주 총 8주이며, 1주일에 5회(총 40회)를 관찰하였다. 하루에 유아 1명씩을 관찰하여 1인당 8회 관찰한 자료를 수집하여 분석하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 몬테소리 프로그램에 참여한 유아의 자유선택활동 시간에 나타난 주의집중시간은 횟수가 지남에 따라 증가하였고 선택 교구 수와 방관적 행동하기, 목적 없이 돌아다니는 행동은 감소하여 몬테소리 프로그램이 유아의 주의집중 시간 향상에 긍정적인 효과를 보였다. 둘째, 몬테소리 프로그램 재원기간에 따른 유아의 주의집중 시간은 재원기간에 따라 차이가 있었는데 재원기간이 길수록 집중시간이 길었으며, 선택한 한 가지 교구에 집중하는 시간도 재원기간이 짧은 유아(신입생)보다 재원기간이 긴 유아(3년 재원생)들이 길었다. 재원기간이 긴 유아들은 교구에 집중하는 시간이 8회 관찰(46분3초, 46분6초, 49분, 49분3초, 51분6초, 50분6초, 51분, 52분)에서 모두 길었으며 관찰 횟수에 따라 집중시간이 조금씩 증가하였다(초기 관찰 시 평균시간 : 46분3초, 마지막 관찰시 평균시간 : 52분). 재원기간이 짧은 유아들은 4회 관찰까지는 집중시간(27분5초, 28분5초, 27분, 28분5초)에 차이가 없다가 5회부터(35분5초, 37분, 38분, 40분) 집중시간이 증가하였다. 재원기간에 따라 한 개의 교구에 집중하는 시간은 재원기간이 긴 유아들은 선택 교구 수는 적고 한 개의 교구에 집중하는 시간은 길었으며 재원기간이 짧은 유아들은 초기 관찰 시에는 선택 교구 수는 많고 한 개의 교구에 집중하는 시간은 짧았는데 횟수가 지남에 따라 선택 교구 수가 감소하고 한 개의 교구에 집중하는 시간이 증가하였다. 결론적으로 몬테소리프로그램에 참여한 유아들은 재원기간이 긴 유아와 재원기간이 짧은 유아 모두 횟수가 늘어날수록 집중시간은 증가하였으며, 특히 몬테소리 프로그램 재원기간에 따른 유아의 주의집중 시간을 분석한 결과 재원기간이 길수록 집중시간이 길었고 방관적 행동, 목적 없이 옮겨 다니는 행동은 감소하였으며, 재원기간이 짧은 유아는 처음에는 집중시간에 변화가 없다가 횟수가 지남에 따라 교구에 집중하는 시간이 재원기간이 긴 유아들보다 많이 증가하였다. 그러므로 몬테소리 프로그램이 유아의 주의집중 시간을 높이는데 효과적이었다.
more목차
목 차
국문초록
Ⅰ. 서론 ··················································································· 1
1. 연구의 필요성 및 목적 ····························································· 1
2. 연구문제 ·············································································· 5
3. 용어의 정의 ·········································································· 6
Ⅱ. 이론적 배경 ······································································ 7
1. 몬테소리교육 ········································································· 7
1) 몬테소리 교육철학 ································································ 7
2) 몬테소리 교육의 원리 ···························································· 8
3) 몬테소리 교육방법 ······························································· 13
4) 몬테소리 교육내용 ······························································· 17
2. 집중력 ·············································································· 20
1) 집중력의 개념 ···································································· 20
2) 유아기 집중력 ···································································· 23
3) 주의집중 시간 ···································································· 24
3. 몬테소리교육과 유아의 주의집중력, 주의집중 시간의 관계 ······················· 25
Ⅲ. 연구방법 ·········································································· 28
1. 연구대상 ··········································································· 28
2. 연구도구 ············································································ 29
3. 연구절차············································································· 30
4. 자료처리 ············································································ 32
Ⅳ. 연구결과 및 해석 ···························································· 33
1. 몬테소리 프로그램에 참여한 유아의 주의집중 시간 변화 ·················· 33
2. 재원기간에 따른 주의집중 시간 비교 ·········································· 40
3. 재원기간에 따른 한 개의 선택교구에 집중하는 시간 비교··················· 48
Ⅴ. 논의 및 결론 ··································································· 56
1. 논의 ·················································································· 56
2. 결론 및 제언 ········································································ 59
참고문헌 ················································································· 61
부 록 ······················································································ 65
표 목 차
<표-1> 연구 대상 유아 ·································································· 28
<표-2> 유아행동관찰 항목 및 정의 ···················································· 29
<표-3> 연구절차 ·········································································· 30
<표-4> 주의집중 시간 변화 ····························································· 33
그 림 목 차
〔그림-1〕 몬테소리교구 총 집중시간 ················································ 34
〔그림-2〕 몬테소리교구 평균 집중시간 ·············································· 35
〔그림-3〕 몬테소리 교구 선택 수 ····················································· 35
〔그림-4〕 교구 탐색 ···································································· 36
〔그림-5〕 방관적 행동 ································································· 37
〔그림-6〕 목적 없이 옮겨 다니기 ····················································· 37
〔그림-7〕 교구 정리하기 ······························································· 38
〔그림-8〕 영역 간 이동 ································································· 39
〔그림-9〕 회 차별 주요 주의집중 시간 변화 ········································ 40
〔그림-10〕 재원기간에 따른 몬테소리 교구 집중시간 ······························ 41
〔그림-11〕 재원기간에 따른 평균 집중시간··········································· 42
〔그림-12〕 재원기간에 따른 교구 선택 수 ··········································· 43
〔그림-13〕 재원기간에 따른 몬테소리교구 탐색시간································ 44
〔그림-14〕 재원기간에 따른 방관적 행동하는 시간 ································ 45
〔그림-15〕 재원기간에 따른 목적 없이 옮겨 다니는 시간 ························ 46
〔그림-16〕 재원기간에 따른 정리하는 시간 ········································· 47
〔그림-17〕 재원기간에 따른 영역 간 이동시간 ····································· 47
〔그림-18〕 한 가지의 교구에 집중시간(1회 관찰) ·································· 49
〔그림-19〕 한 가지의 교구에 집중시간(2회 관찰) ·································· 50
〔그림-20〕 한 가지의 교구에 집중시간(3회 관찰) ·································· 51
〔그림-21〕 한 가지의 교구에 집중시간(4회 관찰) ·································· 52
〔그림-22〕 한 가지의 교구에 집중시간(5회 관찰) ·································· 52
〔그림-23〕 한 가지의 교구에 집중시간(6회 관찰) ·································· 53
〔그림-24〕 한 가지의 교구에 집중시간(7회 관찰) ·································· 54
〔그림-25〕 한 가지의 교구에 집중시간(8회 관찰) ·································· 55
목 차
국문초록
Ⅰ. 서론 ··················································································· 1
1. 연구의 필요성 및 목적 ····························································· 1
2. 연구문제 ·············································································· 5
3. 용어의 정의 ·········································································· 6
Ⅱ. 이론적 배경 ······································································ 7
1. 몬테소리교육 ········································································· 7
1) 몬테소리 교육철학 ································································ 7
2) 몬테소리 교육의 원리 ···························································· 8
3) 몬테소리 교육방법 ······························································· 13
4) 몬테소리 교육내용 ······························································· 17
2. 집중력 ·············································································· 20
1) 집중력의 개념 ···································································· 20
2) 유아기 집중력 ···································································· 23
3) 주의집중 시간 ···································································· 24
3. 몬테소리교육과 유아의 주의집중력, 주의집중 시간의 관계 ······················· 25
Ⅲ. 연구방법 ·········································································· 28
1. 연구대상 ··········································································· 28
2. 연구도구 ············································································ 29
3. 연구절차············································································· 30
4. 자료처리 ············································································ 32
Ⅳ. 연구결과 및 해석 ···························································· 33
1. 몬테소리 프로그램에 참여한 유아의 주의집중 시간 변화 ·················· 33
2. 재원기간에 따른 주의집중 시간 비교 ·········································· 40
3. 재원기간에 따른 한 개의 선택교구에 집중하는 시간 비교··················· 48
Ⅴ. 논의 및 결론 ··································································· 56
1. 논의 ·················································································· 56
2. 결론 및 제언 ········································································ 59
참고문헌 ················································································· 61
부 록 ······················································································ 65
표 목 차
<표-1> 연구 대상 유아 ·································································· 28
<표-2> 유아행동관찰 항목 및 정의 ···················································· 29
<표-3> 연구절차 ·········································································· 30
<표-4> 주의집중 시간 변화 ····························································· 33
그 림 목 차
〔그림-1〕 몬테소리교구 총 집중시간 ················································ 34
〔그림-2〕 몬테소리교구 평균 집중시간 ·············································· 35
〔그림-3〕 몬테소리 교구 선택 수 ····················································· 35
〔그림-4〕 교구 탐색 ···································································· 36
〔그림-5〕 방관적 행동 ································································· 37
〔그림-6〕 목적 없이 옮겨 다니기 ····················································· 37
〔그림-7〕 교구 정리하기 ······························································· 38
〔그림-8〕 영역 간 이동 ································································· 39
〔그림-9〕 회 차별 주요 주의집중 시간 변화 ········································ 40
〔그림-10〕 재원기간에 따른 몬테소리 교구 집중시간 ······························ 41
〔그림-11〕 재원기간에 따른 평균 집중시간··········································· 42
〔그림-12〕 재원기간에 따른 교구 선택 수 ··········································· 43
〔그림-13〕 재원기간에 따른 몬테소리교구 탐색시간································ 44
〔그림-14〕 재원기간에 따른 방관적 행동하는 시간 ································ 45
〔그림-15〕 재원기간에 따른 목적 없이 옮겨 다니는 시간 ························ 46
〔그림-16〕 재원기간에 따른 정리하는 시간 ········································· 47
〔그림-17〕 재원기간에 따른 영역 간 이동시간 ····································· 47
〔그림-18〕 한 가지의 교구에 집중시간(1회 관찰) ·································· 49
〔그림-19〕 한 가지의 교구에 집중시간(2회 관찰) ·································· 50
〔그림-20〕 한 가지의 교구에 집중시간(3회 관찰) ·································· 51
〔그림-21〕 한 가지의 교구에 집중시간(4회 관찰) ·································· 52
〔그림-22〕 한 가지의 교구에 집중시간(5회 관찰) ·································· 52
〔그림-23〕 한 가지의 교구에 집중시간(6회 관찰) ·································· 53
〔그림-24〕 한 가지의 교구에 집중시간(7회 관찰) ·································· 54
〔그림-25〕 한 가지의 교구에 집중시간(8회 관찰) ·································· 55
