어머니의 교수전략이 발달지체유아의 과제수행에 미치는 효과

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 10권 / 1호
· 저자명 : 권영화

목차

I. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법 및 절차
Ⅳ. 연구 결과
Ⅴ. 논의 및 결론
참고문헌

초록

본 연구의 목적은 어머니의 교수전략이 발달지체유아의 과제수행에 미치는 효과를 밝히는 것이다. 5~7세사이의 발달지체유아 30명과 그들의 어머니 20명을 연구대상으로 하여 거리두기 교수전략 훈련집단, 통제적 교수전략 훈련집단과 통제집단으로 나누어 사전-사후 검사를 실시하였다.
어머니의 교수전략과 과제친숙도를 독립변인으로 하고, 각 유아의 과제수행 능력을 종속변인으로 하여 분석하였다. 협동적 과제수행, 독립적 과제수행별로 각 측정치의 통계치(평균, 표준편차)를 산출하고, 집단간 차이를 분석하기 위해 t검증, 변량분석(ANOVA)과 개별검증(Scheffe)을 실시하였다. 의의도 수준은 p=.05로 하였다.
분석결과 어머니의 통제적 교수전략은 독립적 과제 수행시 유아의 과제수행능력 향상에 별로 도움이 되지 못했는데 반해, 즉각적이고 구체적인 지각적 환경으로부터 거리를 두게 하여 전략적 사고를 할 수 있도록 돕는 전략을 사용하고 과제수행에 유아가 적극 참여하도록 유도하기 위해 조정적 책임을 적극적으로 양도한 거리두기 교수전략 훈련집단 어머니들과 협동적으로 과제를 수행한 유아들의 과제수행 능력은 크게 향상되었다. 이러한 결과는 유아의 자기-조정과 과제수행 능력의 향상을 위해 무엇보다 과제수행 협력자의 효과적인 교수전략 사용의 중요성을 시사하며, 나아가, 과제수행 협력자의 훈련 프로그램 개발의 필요성을 제안한다.

영어초록

The purpose of this study is to investigate whether mother's distancing-teaching strategy and controlling-teaching strategy can catalyze task performance of the mentally retarded children, and to derive some implications for their task performance from this investigation.
30 children, aged 5 to 7, and 20 mothers were solicited from 2 day-care centers and 9 kindergartens in Taegu, Korea. In this experiment, 20 dyads, coupled with a mother and a child, were placed as the experimental groups and 10 children were placed as the control groups. According to the contents of strategy, 2 experimental groups, the distancing-teaching strategy group(GA) and the controlling-teaching strategy group(GB) were set.
Participants in this study were asked to complete two tasks: a familiar task, and an unfamiliar task. Mothers of the Group A were trained to use distancing-teaching strategies such as the information-giving, verbalization of plans and activities, conceptual questions, and responsibility transference during the collaboration with children.
Mothers of the Group B were trained to use controlling-teaching strategies such as commands, directives, direct corrections and perceptual questions during the collaboration with children.
The Group C was the control group composed of children without their mothers' assistance, but they were administered the pre-post tests.
The task performance strategy and score were examined before and after the children's independent task performance.
The main findings of this study are as followed:
First, in the number of utterances and the level of private speech during independent task performance, the children in Group A were significantly enhanced compared with Group B and C. Also, the mothers' distancing-teaching strategy positively affected acquiring higher level of task performance strategy and resulted in higher score.
Second, the mothers' distancing-teaching strategy increased the utterance of high level private speech. The high level private speech was highly correlated to task performance strategy and score; however, the utterance of private speech and task performance did not show significant correlation.
In sum, the mothers' teaching strategy influences the children's task performance. Compared to controlling-teaching strategy, the mothers' distancing-teaching strategy allows the children to develope their task performance capability and strategy through private speech. Therefore, the children's private speech leads to the development of an effective task performance strategy and self-regulation capability.

참고자료

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