유아놀이의 인지발달적 기능에 대한 Piaget와 Vigotsky 관점 비교

이시자 미래유아교육학회 1999 미래유아교육학회지 Vol.6 No.2

The purpose of this study is to compare Piagetian and Vygotskian perspectives on the role of play in children's cognitive development. Both Piaget and Vygotsky view play and cognitive development as inseparable and interdependent with each other. For Piaget, however, play is basically a by-product of cognitive development. The changes in cognitive development provide the basis for changes in play. Therefore, Piaget emphasizes that play reflects the level of cognitive development that has been attained. In Piaget's view, play doesn't lead to further cognitive development in direct, but children enhance their cognitive development indirectly through play which they practice newly formed sensory-motor schemes and representational schemes. Unlike Piaget, Vygotsky claimes that symbolic play promotes children's cognitive development. For Vygotsky, play is a social symbolic activity that involves the themes, stories, or roles that express the children's understanding and appropriation of the sociocultural materials of their society. In other words, play is intrinsically related to what the child knows and has to know about the world. Therefore, in Vygotsky's view, engaging play is the preeminent educational activity of early childhood.

극화놀이가 유아의 이야기 이해증진에 미치는 영향

이시자 미래유아교육학회 1995 미래유아교육학회지 Vol.1 No.1

This study attempted to explore the connection between thematic fantasy play and story comprehension of children. The study had three purposes. The first purpose was to examine the effects of thematic fantasy play, drawing, and repetition as different modes of story reconstruction training on story comprehension. The second purpose was to investigate whether the effectiveness of thematic fantasy play varies with age. Finally, the study tried to find differences, if any, between boys and girls in play treatment. Twelve children(4 preschoolers, 4 kindergartners, and 4 lst graders), attending the Korean School in Georgia, U. S., served as the subjects for the study. A 3(grade: preschool, kindergarten, and lst grade) x 3(treatment: play, drawing, and repetition) factorial design was used in the study. No statistical procedure except mean score was taken to the data analysis so as not to distain the raw data. Mean scores for the play treatment, the drawing treatment, and the repetition treatment were 8.3, 7.3, and 7.9, respectively. The play experience would seem to provide children with information about the story, helping them understand the story theme. Age differences also existed. The play appeared to be more facilitative for the preschoolers' understanding of stories than for the lst graders'. An attempt to find sex differences after the treatment, however, didn't yield a significant result. An educational implication from the study is that a structural experience in play for young children can be an appropriate medium for story comprehension.

그림동화책에 나타난 마음이론

이시자 미래유아교육학회 2003 미래유아교육학회지 Vol.10 No.4

본 연구는 유치원 도서 프로그램에서 대여되는 그림동화를 대상으로 Cassidy, Ball, Rourke, Werner, Feeny, Chu와 Perkins(1998)가 제시한 분석도구를 사용하여 그림동화 속에 마음이론이 어떻게, 얼마나 다루어져 있는가를 조사하였다. 또한 그림동화의 장르와 그 수준에 따라 분석 결과가 다르게 나타나는 가도 살펴보았다. 대상도서에서 확인된 마음이론 관련 내용 사례는 그림동화 1권 당 평균 4.64건으로 조사되었으며, 마음이론 관련 내용이 모든 분석도서에서 고르게 확인되기보다 도서에 따라 큰 차이를 보였다. 다루어진 내용으로는 Cassidy et al.(1998)이 제시한 분석도구의 세 범주 가운데 마음 현상과 관련한 내용이 가장 높은 빈도로 확인되었으며, 다음으로 거짓믿음 내용 그리고 성격 묘사 내용의 순으로 나타났다. 장르에 따른 분석 결과는 전래 동화가 생활동화와 상상동화와 비교하여 상대적으로 마음이론 관련 내용을 많이 포함하고 있으며, 그림동화의 수준에 따른 분석 결과는 유치용 도서가 영ㆍ유아용도서보다 마음이론 관련 내용을 많이 포함하고 있다는 사실을 확인하였다. 본 연구 결과는 다양한 마음이론 관련 내용을 포함하는 그림동화를 선정하여 유아로 하여금 경험하게 하는 것이 유아의 마음이론 획득을 지지할 수 있는 하나의 방법임을 확인시켜준다. This study examined whether picturebooks that are lent to children at the kindergartens contain theory of mind concepts. Specifically, three questions were asked : (1) which concepts of theory of mind are reflected in the picturebooks and how frequently? ; (2) do the concepts of theory of mind appear differently according to the genres of the picturebooks? ; (3) do the concepts of theory of mind appear differently according to the difficulty level of the picturebooks? To answer these questions, 705 picturebooks were analyzed using the framework developed by Cassidy, Ball, Rourke, Werner, Feeny, Chu, & Perkins(1998). Results indicated that the category of internal state appeared most frequently in the picturebooks. The category of false beliefs was the second in the frequency of appearance with the category of personality descriptors being the third. With regard to the genres of the picture books, folktales contained more frequently the concepts of the theory of mind than the realistic and fantastic stories which showed no statistically meaningful difference in the frequencies. In terms of the difficulty level, the results were mixed ; in some subcategories the higher difficulty level of picturebooks containing more frequently the concepts of the theory of mind whereas in other subcategories the lower difficulty level of picturebooks containing more frequently the concepts of the theory of mind.

놀이와 유아의 문식성 발달의 관계: 그 다양한 관점들

이시자 한국유아교육학회 2011 유아교육연구 Vol.31 No.3

본 연구는 놀이와 유아의 문식성 발달과 관련하여 세 가지 다른 관점인 인지적, 생태학적, 사회문화적 접근의 논의들을 살펴보고, 각 관점에 의해 행해진 최근 연구들의 결과를 분석하였다. 인지적 관점의 연구들은 주로 놀이 가운데 상징놀이와 문식성이 공유하고 있는 인지적 요소들을 밝혀내고, 이런 관련성을 토대로 유아의 문식성 발달을 돕기 위한 중재 프로그램의 개발과 실행에 그 관심이 모아졌다. 반면, 생태적 접근은 문식성 발달을 유아와 가정, 사회 그리고 국가가 동시적으로 관여하는 역동적 과정으로 이해한다. 이에 생태적 관점의 연구는 Bronfenbrenner(1979)가 제시한 생태적 체계내의 여러 요소들이 놀이와 유아의 문식성 발달에 미치는 영향에 관해 조사하였다. 또한 사회문화적 관점은 놀이를 통한 문식성 발달 과정에 사회 문화적 요인이 어떤 영향력을 행사하는지를 확인하였다. 끝으로 본 연구는 놀이와 유아의 문식성 발달과 관련하여 앞으로의 연구 과제를 제시했다. This study first identifies three perspectives of the relationship between children's play and literacy development: cognitive, ecological, and socio-cultural and examines the most recent research trends in each respective perspective. The study findings reveal that the cognitive approach focuses on identifying cognitive elements shared by symbolic play and literacy, thus allowing teachers to use them to develop and implement play based intervention programs for literacy development. The ecological approach, on the other hand, understands literacy development as a dynamic process involving simultaneous participation of children, their parents, society, an government. With this view, researchers are able to investigate the impact of various factors identified by Bronfenbrenner's (1979) ecological system on children's play and their literacy development. Finally, the socio-cultural approach looks at socio-cultural factors which affect the literacy development process through play. The conclusion of the study suggests that future research should combine and integrate all three perspectives to determine the direction of programmatic development for children's play and literacy development.

유아놀이 연구의 최근 동향 분석 : 학술지 논문을 중심으로

이시자 한국유아교육학회 2010 유아교육연구 Vol.30 No.5

본 연구는 유아놀이 관련 연구들의 최근 동향을 확인하고자 수행되었다. 이를 위해 지난 5년 간 국내 주요 학술지에 발표된 논문 총 157편에 대한 내용 분석을 실시하여 연구주제, 연구 방법, 그리고 연구 결과를 확인하였다. 우선, 발표된 논문 수는 처음 3년 간 증가세를 보이다 2008년에 전년 수준에 머물고 2009년에는 급격히 감소하였다. 연구 주제를 9개 범주로 구분하여 조사한 결과, 놀이와 발달 범주의 연구가 가장 많이 행해졌으며, 그 다음으로 놀이행위, 놀이 지도 범주가 높게 나타났고 놀이평가 범주는 가장 낮게 나타났다. 연구 방법에 있어 5세 아를 대상으로 한 연구가 가장 많았으며, 표집규모는 양적 연구의 경우 100명에서 200명 미만 크기가 질적 연구는 20명 이상 규모가 가장 많이 행해졌다. 양적 연구의 자료 수집은 검사법이 주로 행해졌으며, 질적 연구는 관찰을 통해 자료가 수집되었고 면담을 병행한 경우도 다수 확인되었다. 연구 내용은 범주별로 주요 결과들을 분석 정리하여 기술하였다. For the purpose of identifying the current trend of research in Korea regarding children's play, this study performed a content analysis of all the 157 articles published in major early childhood education journals from 2005 through 2009 which focused on research themes, methods, and outcomes. First of all, it was found that the quantity of research increased for the first three years, maintained that quantity in the fourth year, and then dropped sharply in the year 2009, to below less than half of the previous year. In terms of the research theme, out of the nine categories of children's play research, the category of the relationship between play and development was investigated most frequently, followed by the categories of play activity and play guidance. With regard to research methods, the size of the samples for quantitative studies was mostly between 100 and 200 while qualitative studies most frequently covered 20 or more children. In both types, the focus on the five year olds. The most common data collection method used in quantitative studies was testing, whereas the data collection in qualitative studies was observation often in parallel with interview. Finally, the outcome of the studies was described in accordance with the category investigated.

마음이론과 유아발달

이시자 한국유아교육학회 2001 유아교육연구 Vol.21 No.4

본 연구는 발달심리학과 인지심리학에서 최근 새로운 주제로 다루어지고 있는 마음이론에 관한 주요 내용을 분석하여 체계화하며 마음이론에 관한 논의 내용들이 유아 발달의 여러 측면과 어떻게 관련되어 있는지 살펴보았다. 즉, 마음이론이 상식심리학의 바탕 위에서 이해되어야 함을 설명하고, 마음이론의 기원에 관한 대표적 이론들인 생득모듈이론, 모사이론, 이론화이론을 제시하였으며, 아울러 마음이론의 발달 과정에 관해 설명하였다. 또한 본 연구는 마음이론의 발달이 유아 발달의 다른 영역과도 관련되어 있음을 밝혔다. The purpose of this study is to offer an analytical overview of current theoretical debates regarding the nature of mind and to examine how theoretical considerations can be applied in the practice of early childhood education. After examining the theory of mind inherent in folk psychology, this paper argues that the current debates on the origins of theory of mind can be categorized into either innate module theory, simulation theory, or theory-theory. Each of theses theories is examined. It is noted that, especially according to the school of theory-theory, children undergo at the age of around 4 a conceptual change which allows them to understand the nature of mind. As well, at the same age children come to an adult-like belief-desire psychology in which they are able to coordinate belief and desire to predict and explain behavior. Finally, the paper suggests that a theory of mind can be applied to such educational areas as developing learning model for low-motivated children.

유아의 지적 발달에 있어 IQ 와 EQ의 관계

이시자 미래유아교육학회 1997 미래유아교육학회지 Vol.3 No.1

Focusing on the truine theory of brain and the vygotskian theory of development, this study explored the relation of rational mind and emotional mind in children's intellectual development. Human beings have two different minds; rational and emotional minds. Traditionally, the intellectual ability has been regarded as only the function of rational mind. However, the truine theory of brain suggests that emotions give a sense of reality to what we think and do. According to the truine theory developed by MacLean (1978), the human brain consists of three layers including R-complex, the limbic system, and the neocortex. Each layer is geared toward more or less separate functions: The R-complex governs our preservation-of-life and survival instincts; The limbic system deals with our emotions and much of our memory functions; The neo-cortex is the thinking part of brain. But all the three layers interact substantially. Especeally, the interaction of the neo-cortex and the limbic system involves intellectual development. The truine theory is also supported by the vygotskian view of intellectual development. The vygotskians view intellectual development as the product of social interaction which is activated successfully by emotioanl touches among interactors. Therefore, Salovey(1990) introduces that emotional intelligence, which includes self-awareness and impulse control, persistence, zeal and self-motivation, empathy and social deftness, is a critical factor of intellectual ability. As a conclusion the study proposes some recommendations for the teachers of young children to develop emotional intelligence in educational settings.

인천시민의 친 인천화

이시자 인천대학교 인천학연구원 2002 인천학연구 Vol.1 No.-

유아의 Rough - and - Tumble 놀이에 대한 동물생태학적 고찰 : 연구문헌을 중심으로

이시자 미래유아교육학회 1998 미래유아교육학회지 Vol.5 No.2

The purpose of this study is to review the literature that employs ethological approach to examine the rough-and-tumble play of animals and children in order to explore its categorical meanings and developmental functions. In general, rough-and-tumble play consists of the following behaviors: run, chase, jump flee, wrestle, and open-hand beat. In short, rough-and tumble resembles playfighting and chase-flee behaviors. According to the ethologists, rough-and-tumble play in animals has several biological and social functions. One function is to indicate the player's current well-being and therefore future reproductive success. Another is to help animals learn when to act in self-defense and when not to. The third function is to develop and maintain close, emotionally positive dyadic social relationships. Rough-and-tumble play in children also seems to develop their physical capacity. However, the relation between rough-and-tumble and dimensions of children's social competence is a controversial issue because of its frequent confusion with aggression. Rough-and-tumble is considered a form of aggression by some researchers and a playful and adaptive behavior by others. Pellegrini(1989b) noted, however, that close examination illustrated clear distinctions between rough-and-tumble and aggression. According to him, rough-and-tumble is different from aggression in structural and functional dimensions. Structurally, rough-and-tumble involves children's engagement in reciprocal role taking(the chaser/ chased). Like other forms of play, rough-and-tumble follows an inverted U-development. Also, boys engage in rough-and-tumble more frequently than girls. On the other hand aggression is structurally characterized by unilateral. Aggression tends to occur in the context of property disputes regardless of children's age and sex. The literature suggests that rough-and-tumble enhances social affiliation and social cognition functions because rough-and-tumble shares the features of cooperative games. However, the prosocial function of rough-and-tumble doesn't apply for all children. Neill(1976) found that rough-and-tumble and aggression co-occurred. Also, Pellegrini(1989a) noted that rough-and-tumble seems to be affiliative for boys, especially for popular boys but not for rejected boys. As a conclusion, rough-and-tumble play is fun and serves a prosocial function for most children, although the social function of rough-and-tumble limited in children's age, gender, and social status.

Rough-and-Tumble 놀이에 관한 연구

이시자(李時慈),임명희(林明姬) 한국교육학회 1998 敎育學硏究 Vol.36 No.3

본 연구는 유치원 바깥 놀이 활동을 중심으로 유아의 rough-and-tumble 놀이를 관찰ㆍ 분석하였다. 특히 tough-and-tumble 놀이를 즐기는 유아들의 또래 집단내 인기도와 사회문제해결능력을 측정하여 tough-and tumble 놀이와의 관계를 조사함으로써, rough-and-tumble 놀이기 사회성 발달에 미지는 영향에 대해 살펴보았다. 연구 결과에 따르면, rough-and-tumble 놀이는 유치원 바깥놀이의 9%를 차지하였으며, 여야 보다 남아에 의해 선호되는 것으로 나타났다. 또한 관찰된 rough-and-tumble 놀이의 47%만이 웃는 표정으로 놀이가 진행되고 놀이 후에도 유아들이 함께 머문 것으로 나타났다. 또래 인기도와 사회문제해결능력 측정 결과는, rough-and-tumble 놀이에 빈번히 참여한 유아의 경우 또래 집단내의 인기도기 낮게 나타났으며, rough-and-tumble 놀이가 빈번히 공격적 행위로 전환된 유아의 사회적 문제해결능력 측정 결과도 낮은 것으로 확인되었다.