보육교사에 의한 아동중심 집단놀이치료가 유아의 사회성에 미치는 영향

• 영문명: The Effects of Early Childhood Teacher-led Child-Centered Group Play Therapy on the Sociability of Young Children
• 발행기관: 한국보육지원학회
• 저자명: 전아정(A-Jeong Jeon) 김태은(Tae-Eun Kim)
• 간행물 정보: 『한국보육지원학회지』제14권 제6호, 35~51쪽, 전체 17쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2018.12.31

영문 초록

Objective: The purpose of this study was to examine the effect of early childhood teacher-led child-centered group play therapy on young children’s sociability. The changes of sociability in the therapeutic process were also examined. Methods: The subjects of this study were 12 young children who were five years old and attended a child care center in Gangwon-do. Subjects were divided into an experimental group and a control group. The experimental group received 15 early childhood teacher-led child-centered group play therapy sessions twice a week. The sociability scale was used for pre-post tests and the data were analyzed using SPSS 23.0. Every session was video-taped and recorded verbatim. Qualitative data were analyzed to examine changes in sociability. Results: Children who participated in the early childhood teacher-led child-centered group play therapy demonstrated significant improvement in sociability. During the therapy sessions, children s expressions and behaviors associated with sociability gradually increased. Conclusion/Implications: This study supports the use of early childhood teacher- led child-centered group play therapy as an effective intervention strategy for young children to improve their sociability.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 해석

Ⅳ. 논의 및 결론

키워드

early childhood teacher-led child-centered group play therapy sociability young children