유아의 무게중심 개념은 어떻게 발달하는가? -미세발달분석을 중심으로- = How Preschool Children Develop the Concept of Center of Gravity? -Analysis of Microgenetic Method-

다국어 초록 (Multilingual Abstract)

This study analyzed in detail the acquisition of center of gravity gained through balancing tasks by children using the microgenetic method. The target group was 62 students aged between 3-6 years randomly assigned from “H” child care center in Seoul, South Korea. The children were given the task of balancing 7 different blocks by putting them on a bar, one by one. The materials used were two symmetrically balanced blocks and five asymmetrically balanced blocks. Three results were observed: First, the rate of success of the block balancing task differed between the age groups. Second, children’s process of development of center of gravity displayed variable actions and patterns, and they were divided into five levels. Level 1 showed no concept. Level 2 was a transitional stage between 1 and 3. Level 3 showed an understanding of geometric center. Level 4 was a transitional stage between 3 and 5. Level 5 was the center of gravity. Lastly children’s level of development of center of gravity grew as they attempted to solve more tasks. The results of analyzing the process of acquiring center of gravity were that children had several different approaches and reactions, but patterns were displayed nonetheless. Children retain the concepts they have previously acquired and through this begin to gain new concepts. The process children use in solving the tasks is more important from a developmental sense than the result. To fully see the results, it is necessary to give the child enough time to develop their own process of solving by means of success and failure, while working on tasks.

국문 초록 (Abstract)

본 연구는 유아의 무게중심 개념이 어떻게 발달하는지 살펴보기 위해 서울에 위치한 ‘H'어린이집 3~6세 유아 62명을 무선표집 하였다. 연구도구는 길이 중심에 무게중심이 있는 균형블록 2개와 무게중심이 길이 중심에 있지 않은 불균형 블록 5개로 총 7개 나무블록과 1개의 받침대이다. 유아 한 명씩 개별로 과제를 수행하였으며 이 과정을 비디오로 녹화하였다. 녹화 자료를 근거로 연령별 성공빈도를 산출하여 카이검증 하였고, 무게중심 개념 수준을 살펴보기 위해 행위를 근거로 미세발달분석을 하였으며, 연령별 무게중심 개념 수준을 살펴보았다. 연구 결과 무게중심 과제 성공빈도는 연령에 따라 차이가 있었으나 개념의 차이를 성공빈도만으로는 설명할 수 없었다. 무게중심 개념 발달은 1~5수준으로 발달하였고, 각 수준은 연령에 따라 증가하였다. 결론적으로 유아들은 무게중심과 관련된 지식발달 과정에서 자신들이 갖고 있는 지식을 고수하거나, 그 지식을 바꾸기 위해 새로운 시도를 하였다. 이상의 결과를 통해 본 연구는 결과 위주의 평가보다는 과정 자체를 중요시 다루어야 하며, 사고 과정을 살펴보기 위해서는 미세발달분석과 같은 방법을 사용해야 함을 보여주었다.

참고문헌 (Reference)

1 김윤경, "체감형 학습을 위한 매개 디바이스의 디자인 요구사항 －프로토콜 분석법을 통한 미취학 아동의 행동 패턴 분석" 한국감성과학회 13 (13): 103-110, 2010

2 이귀옥, "무게중심 찾기 과제 수행과정에서 나타난 아동의 행위와 이론" 한국아동학회 33 (33): 169-185, 2012

3 Halford, G. S., "Young children's performance on the balance scale : The influence of relational complexity" 81 (81): 417-445, 2002

4 Pine, K. J., "What children do and what children know : Looking beyond success using Karmiloff-Smith’s RR framework" 17 (17): 17-30, 1999

5 Siegler, R. S., "Three aspects of cognitive development" 8 (8): 481-520, 1976

6 Pine, K. J., "The teachability of children with naive theories : An exploration of the effects of two teaching methods" 69 (69): 201-211, 1999

7 Siegler, R. S., "The microgenetic method : A direct means for studying cognitive development" 46 (46): 606-620, 1991

8 Pine, K. J., "The effect of explaining another's actions on children's implicit theories of balance" 18 (18): 35-51, 2000

9 Baillargeon, R. A., "The development of young infants' intuitions about support" 1 (1): 69-78, 1992

10 Schlagmüller, M., "The development of organizational strategies in children: Evidence from a microgenetic longitudinal study" 81 (81): 298-319, 2002

11 Jansen, B. R. J., "The development of children’s rule use on the balance scale task" 81 (81): 383-416, 2002

12 Fosnot, C. T., "The develop-ment of an understanding of balance and the effect of training via stop-action video" 9 (9): 1-26, 1988

13 Zelazo, P. D., "The balance beam in the balance : Reflections on rules, relational complexity, and developmental processes" 81 (81): 458-465, 2002

14 Chaillé, C, "The Young Child as Scientist" Kyoyookbook 2000

15 Flynn, E., "The Microgenetic Method: Time for Change?" 19 (19): 152-155, 2006

16 Duckworth, E., "The Having of Wonderful Ideas and Other Essays on Teaching and Learning" Teachers College Press 1996

17 Piaget, J., "The Grasp of Consciousness: Action and Concept in the Young Child" Harvard University Press 1976

18 Tunteler, E., "Spontaneous analogical transfer in 4-year-olds : A microgenetic study" 83 (83): 149-166, 2002

19 Kamii, C., "Physical Knowledge in Preschool Education: Implications of Piaget's Theory" Prentice-Hall, Inc 1978

20 Pine, K. J., "More gestures than answers : Children learning about balance" 40 (40): 1059-1067, 2004

21 Kuhn, D., "Microgenetic study of change: What has it told us?" 6 (6): 133-139, 1995

22 Karmiloff-Smith, A., "If you want to get ahead, get a theory" 3 (3): 195-212, 1974

23 Siegler, R. S., "How does change occur : A microgenetic study of number conservation" 28 (28): 225-273, 1995

24 Alibali, M. W., "How children change their minds : Strategy change can be gradual or abrupt" 35 (35): 127-145, 1999

25 Teti, D. M., "Handbook of Research Methods in Developmental Science" Blackwell Publishing 2005

26 Pine, K. J., "Group collaboration effects and the explicitness of children's knowledge" 13 (13): 109-126, 1998

27 Alibali, M. W., "Gesture-speech mismatch and mechanism of learning : What the hands reveal about a child's state of mind" 25 (25): 468-523, 1993

28 Pine, K. J., "Children’s learning from contrast modeling" 17 (17): 1249-1263, 2002

29 Bonawitz, E. B., "Children balance theories and evidence in exploration, explanation and learning" 64 (64): 215-234, 2012

30 Turner, G. F. W., "Bridging the gap between theory and model : A reflection on the balance scale task" 81 (81): 466-481, 2002

31 Karmiloff-Smith, A., "Beyond Modularity: A Developmental Perspective on Cognitive Science" MIT Press 1992

32 Karmiloff-Smith, A., "Advances in Developmental Psychology. Vol. 3" Lawence Erlbaum Associates, Publishers 39-90, 1984

33 Siegler, R. S, "A microgenetic/cross-sectional study of matrix completion : Comparing short-term and long-term change" 73 (73): 793-809, 2002