대인인지에 어려움을 보이는 유아의 모래상자놀이 적용 사례연구

국문 초록 (Abstract)

이 연구는 대인인지에 어려움을 보이는 유아가 모래상자놀이 과정에서 어떻게 자아를 표현하고, 그 양상이 어떻게 변화되어 가는지를 살펴보고, 모래상자놀이의 적용 효과는 어떠한지를 분석해보았다. 연구대상 유아는 6년 4개월 된 남아 1명으로 유아가 때때로 다른 사람 앞에서 자신을 드러내는 일에 지나치게 소극적인 자세와 경직된 태도를 보이는 문제로 의뢰해 온 유아였다. 연구절차는 모래상자놀이실시, 모래상자놀이 표현, 모래상자놀이의 적용 효과로 진행되었다. 모래상자놀이도구는 Kalff(1996)가 제시한 방법에 따라 2013년 6월 26일(수)~8월 28일(수)까지 10주 동안 10회의 모래상자놀이를 실시하였다. 모래상자놀이 표현은 매회 유아의 행동 특성을 기록한 일화기록, 사진, 비디오 촬영, 유아의 놀이평가 등을 종합하여 모래상자놀이의 변화과정을 중심으로 분석하였다. 연구 결과 모래상자놀이는 대인인지에 어려움을 보이는 유아가 모래상자놀이 경험을 통해 자신의 모습을 돌아보는 의미있는 기회를 통해 자신의 특성을 알고 자신을 드러내는 경험을 통하여, 자기인지를 바탕으로 다른 사람을 이해하고 다른 사람과의 관계에서 자기인지와 타인인지를 조화롭게 조절하여 긍정적 변화가 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze how a child expresses his psychological status, and how the contents of his expression change in the process of sand-box play and the effect of the application of sand-box play. In accomplishing these purposes, the following research problems were established: 1. How does a child with difficulties in interpersonal cognitive express his psychological status in the sand-box play? 2. What is the effect of the application of sand-box play on a child with difficulties in interpersonal cognitive? The subject of this study was a 6 years and 4 months old male child. The mother of the child visited this researcher to consult about her son who knows the rules and promises in the class and between him and his peers and yet was likely to excessively avoid expressing his emotional expression in front of others. This researcher majored in early childhood education in 4-year college, had 10 years of teaching experiences and is still in service. She completed the basic training for sand-box paly and receives supervision from a developmental expert and a sand- play therapy expert on a regular basis. This study was conducted in the sequence of performing sand-box play, the expression in the sand-box play, and the evaluation. As for the sand-box play tools, sand, a sand-box and play materials were prepared following the methods suggested by Kalff(1966). The sand-box play therapy was conducted over 10 weeks from Jun 16(Wed), 2013 to Aug 28(Wed), 2013 in a total of 10 sessions, 1 session every week. The expression during sand-box play was analyzed by synthesizing the anecdotal records of child's behavioral characteristics, photographs, videotape transcriptions in each session and a child's self-evaluation of the play with focus on the changing process of the sand-box play on the basis of Neumann’s Self-Development Process. Furthermore as for the effect of the application of sand-box play, the changing process of the child between before and after sand-box play was analyzed on the aspect of developmental psychological behavioral characteristics. As for the evaluation tools, Korean-Wechsler Intellignce Scale for Childern-Ⅲ, Bender-Gestalt Test for children, Doll’s House, Kinetic Family Drawing, Self-Esteem Scale for young children, Kindergarten adaptation assessment, House-Tree-Person Test and Peer-Competence Scale were used. The results of the study were as follows: First, when examining the expression in the sand-box play, at the 1st session and the 2nd session, the overall impression was rather poor. As for the spatial arrangement, he divided the whole sand-box for playing. He had difficulties in setting play theme, as for the play material. he used vehicles the most yet his play did not show a consistent pattern, lacking integrity and dynamics, which indicates his ego-development stage was ‘The Animals·Vegetative Phase’. From the 3rd session to the 5th session, his expression showed the pattern of disorder, confusion, confrontation and struggle, ‘Fighting Phase’. In the spatial arrangement, he utilized the whole sand-box space. Moreover, his play developed to more dynamic play over time during sand-box play session. The play themes were battle filed, polar bears and zoo. As for the play materials, he used vehicles and animals the most. The movement of the vehicles had consistent directivity and dynamics and animals were grouped, showing consistent directivity and dynamics as a typical fighting play. In this ego-development, he developed his strength through a trial of strength and Fighting phase. From the 6th session to the 10th session, the spatial arrangement, that converged in the center, drawing a circle in the center of the sand-box, maintained safety during a shift from the balance of power to the integration of power. His expression in the sand-box play showed dynamics and diversity; the theme of disorder disappeared; and the elements symbolizing transformation started manifesting themselves. The child started knowing the concept of “I” and “You”, separated him as an independe From the 6th session to the 10th session, the spatial arrangement, that converged in the center, drawing a circle in the center of the sand-box, maintained safety during a shift from the balance of power to the integration of power. His expression in the sand-box play showed dynamics and diversity; the theme of disorder disappeared; and the elements symbolizing transformation started manifesting themselves. The child started knowing the concept of “I” and “You”, separated him as an independent human being from unconsciousness and his ego started working, indicating ‘Ego/Self Axis Phase’. In particular, at the 6th session and the 7th session, the characteristics of group adaptation was manifested, yet not perfectly. The limitation of this study is the restriction of research period and the number of session to 10 sessions. Second, when examining the psychological test results of interpersonal perception, the effect of sand-box play showed upward trend holistically. In particular, with respect to ego-strength of Kindergarten adaption assessment, peer-competence, self-directedness of peer-competence scale and, sociality and prosociality, before this program, he suffered a lack of self-confidence, such as rating self-perception and others-perception low, whereas after the program he expressed himself in his behaviors more positively behaved in such a way as to induce an interaction with significant others as peer or teacher, indicating the child had an ability to perceive himself objectively, integrate it into subjective perception and thereby accommodate the viewpoints of others. Taken together, the child met with his ego and expressed himself with the play materials that he chose naturally, safely and pleasantly in the sand-box play, experiencing the release of his power. In particular, the child experienced self-differentiation and formed

목차 (Table of Contents)

• 요 약
• Ⅰ. 서 론
• Ⅱ. 사례연구
• 1. 연구대상
• 2. 연구도구 및 연구대상 유아의 사전검사결과
• 3. 연구 절차
• 4. 모래상자놀이 적용 효과
• Ⅲ. 논의 및 결론
• 참고문헌
• ABSTRACT

참고문헌 (Reference)

1 Thompson, C. L., "아동상담의 이론과 실제" 시그마프레스 2001

2 Shaffer, D. R., "발달심리학" Cengage Learning 2009

3 Landreth, G. L., "놀이치료 : 아동중심적 접근" 상조사 1999

4 Safran. J. D., "Towards a refinement of cognitive therapy in light of interpersonal theory : Theory" 10 (10): 87-105, 1990

5 Lowenfeld, M., "The world pictures of children : A method of recording and studying them" 18 : 65-101, 1939

6 Zarbatany, L., "The psychological functions of preadolescent peer activities" 61 : 1067-1080, 1990

7 Winn, M., "The playgroup book" William Collins &Sons 1967

8 Selman, R. L., "The growth of interpersonal understanding" Academy Press 1980

9 Skowron, E. A., "The differentiation of self inventory : Development and initial validation" 45 : 235-246, 1998

10 Piaget, J., "The child's conception of space" Routledge & Kegan Paul 1956

11 Neumann, E., "The child : Structure and dynamics of the nascent personality" Harper Colophon 1973

12 Kalff, D. M., "The archetype as a healing factor" 9 : 177-184, 1966

13 Koppitz, E. M., "The Bender-Gestalt Test for young children" Grune & Stratton 1970

14 Rochat, P., "Spatial determinants of perceptions of self-produced leg movement by 3-to 5-month-old-infants" 31 : 626-636, 1995

15 Mitchell, R. R., "Sandplay themes expressed in the healing process" 명지대학교 2009

16 Kalff, D. M., "Sandplay : A psychotherapeutic approach to the psyche" Sigo Press 1980

17 Wells, C. B., "Play activities for the retarded child" Abingdon Press 1961

18 Shields, A., "Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers" 37 (37): 321-337, 2001

19 Reid, M., "My family and friends : Six to twelve-years-old children's perceptions of social support" 60 : 896-910, 1989

20 Selman, R. L., "Moral development and behavior: theory, research, and social issues" Holt, Rinehart & Winston 1976

21 Mead, G., "Mind, self and society" University of Chicago Press 1943

22 Jung, C. G., "Man and his symbols" Dell 1964

23 Piaget, J., "Handbook of child psychology (Vol 1)" John Wiley & Sons 103-128, 1983

24 Newcombe, N., "Biological-psychosocial interactions in early adolescence: A life-span perspective" Erlbaum 1987

25 Samuels, C., "Bases for the infant's development of self-awareness" 29 : 36-48, 1986

26 Solomon, J. E., "Attachment disorganization" Guilford Press 1999

27 Rogers, C. R., "A theory of therapy, personality, and interpersonal relationships : As developed in the client-centered framework" McGraw-Hill 1959