유아학급의 사회적 상황에 대한 교사와 유아의 반응 = Teachers and Children's Responses in the Context of Social Situations in a Preschool Classroom

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to explain children's metasocialization by analyzing children's social interactions with their teachers in a classroom. The analysis of children's responses showed that they make frequent responses of 'Retaliatory Act' and 'Command' focussed on Intrinsic Consequences in moral situation, while responses of 'Command', 'Involve Adults' and 'Rule Statement' focussed on social order in social-conventional situation and they actively made frequent responses of 'Choice Assertion' in personal situation. The analysis of teachers' responses showed that they make most frequent responses of 'Command' in both moral and social-conventional situations, and also make frequent responses of 'Perspective-taking Request', 'Rule Statement', 'Sanction', 'Providing Rationale' in the same situations. On the other hand, the analysis also reveals that teachers most frequently make responses of 'Supporting Child's Choice' and then make responses of 'Negating Child's Choice', 'Command' in personal situation.

국문 초록 (Abstract)

본 연구의 목적은 유아학급에서 발생하는 사회적 상황에서 교사-유아 간 상호작용을 반응 중심으로 살펴보는 것이었다. 이를 위해 만 3세, 4세, 5세 유아 59명과 각 반 담임교사 3명을 대상으로 관찰연구를 실시하였다. 연구결과, 유아들은 도덕적 상황에서는 피해자에게 가해지는 본질적 결과에 초점을 둔 반응, 사회-관습적 상황에서는 학급의 사회적 질서 측면에 초점을 둔 반응을 많이 하였고, 개인적 상황에서는 적극적으로 선택 주장의 반응을 많이 하였다. 그리고 어린 유아일수록 교사의 권위에 의존하는 경향이 있었고, 나이가 많아질수록 도덕적, 사회-관습적 위반에 대해 직접적인 반응을, 개인적 상황에 대해 선택 거절의 반응을 많이 하였다. 교사들은 도덕적, 사회-관습적 상황 모두에서 명령의 반응을 가장 많이 하였고, 개인적 상황에서는 개인적 선택을 지지하는 반응을 가장 많이 하였다. 그리고 어린 유아에게는 도덕적, 사회-관습적 상황의 본질을 이해시키기 위한 타인감정고려언급, 규칙언급을 많이 하였고, 나이 많은 유아에게는 명령을 많이 하였다.

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