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1 Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology Vol.7, No.1, January (2017), pp 전통놀이프로그램이뇌성마비초등학생의대동작기술및 사회정서적발달에미치는효과 엄미영김영 요약 이연구는전통놀이프로그램이뇌성마비아동의대동작기술및사회정서발달에미치는효과를규명하기위해서특수학교에재학중인초등학교고학년뇌성마비학생명을대상으로전통놀이프로그램을주간주회씩실시한후두집단간의점수차이를통계적으로검증하였다그결과로서첫째전통놀이프로그램에참여한집단은통제집단과비교하여대동작기술의하위영역인눕기와뒤집기앉기네발기기와무릎서기에는유의한차이가있었고걷기달리기뛰기등의서서하는활동에는유의미한차이가없었다둘째사회정서적발달에있어서도전통놀이프로그램에참여한실험집단이통제집단에비하여통계적으로의미있는차이를나타내었다이와같은결과는걷기등서서하는활동에대한안전장치가마련된다면전통놀이를통해뇌성마비를가진초등학생들의신체능력향상에전반적으로도움이될가능성이높고교사에의비의존성또래와의상호작용학교에서의안정감성취동기및호기심등사회정서적측면의발달에도도움이될수있음을보여준다핵심어전통놀이뇌성마비지체장애대동작사회정서발달 This paper was to study the effect of the traditional game program on gross motor skills and social-emotional development of the children with cerebral palsy. As its subjects, 12(6, 6) elementary school students with cerebral palsy in a special school were selected and conducted this program twice a week during ten weeks to examine statistically the differences of scores between two groups applied and not Received (November 5, 2016), Review Result (November 18, 2016) Accepted (November 25, 2016), Published (January 31, 2017) 이논문은제저자의석사학위논문을수정보완하여작성하였습니다 ISSN: AJMAHS Copyright 2017 HSST 587

2 applied it. In conclusion, firstly, the experimental group under the program showed more noticeable improvement than another controlled group in lying, rolling, sitting, kneeling, and crawling among sub-areas of gross motor skills, while they had no evident improvement in standing activities such as walking, running, and jumping. Secondly, the experimental group displayed more statistically noticeable betterment in social-emotional development than the another group. This shows that, when it covers safe environment for standing activities like walking, the students can be highly possibilities to improve their physical abilities by using this program, and be also helpful to social-emotional development including no-dependence on teachers, interaction with peers, stabilities in school, motive of accomplishment, and curiosities. Keywords: traditional game, cerebral palsy, physical disabilities, gross motor, social-emotional development 서론 놀이에는운동놀이사물놀이언어적놀이가장놀이그리고사회극놀이등여러가지형태가있는데일반적으로아동들은다양한종류의혼자서하는놀이또는사회적인놀이를하면서놀이란즐거운활동이라는것을인식하게된다그런데장애아동들은장애로인해서그들이하는놀이의형태와빈도에영향을받게되며심지어놀이를전혀못하게될수도있다그럼에도불구하고뇌성마비와같은심각한중복장애를가진아동들도초기아동기에일부또는모든종류의놀이활동에참여할수있기때문에그들이다양한놀이활동에참여할수있도록하는것은매우중요하다특히초등및중등과정에서는신체운동능력을계속활성화시킴과동시에심리학습측면의중재를강화하는것이효과적이며또한아동기의중재효과는다른시기에비해상대적으로클수있다는점에서아동기의놀이활동은신체적및정서적으로매우유익할수있다전통놀이프로그램은뇌성마비아동의운동능력과정서발달에긍정적인영향을미칠수있을것으로기대되나전통놀이는주로일반아동을대상으로교수되어왔고장애아동을대상으로한연구는제한적으로이루어져왔으므로뇌성마비아동에게전통놀이프로그램을적용함으로써그들의신체능력및정서적발달에미치는효과를알아보는것은매우필요한연구라고할수있다따라서본연구에서는뇌성마비아동의전통놀이프로그램의적용에따른효과를알아보기위하여전통놀이프로그램을독립변인으로설정하여이러한프로그램적용에따른대동작기술및사회정서발달의변화를알아보았다이에따른구체적인연구문제는다음과같다첫째전통놀이프로그램이뇌성마비초등학생의대동작기술에유의한영향을미치는가둘째전통놀이프로그램이뇌성마비초등학생의사회정서발달에유의미한영향을미치는가 588 Copyright 2017 HSST

3 Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology Vol.7, No.1, January (2017) 연구방법 연구대상 이연구에서는서울에있는특수학교의초등학교과정개학급에재학하는총명남자명여자명을대상으로선정하였다이들명은각각실험집단명통제집단명으로나누어서할당되었다 실험설계 전통놀이가뇌성마비아동의대동작기술발달과사회정서적발달에미치는효과를알아보고자사전검사를실시하고실험집단에대해서는전통놀이활동을실시하고통제집단은종래대로수업을실시하였다실험후에두집단에대해사후검사를실시한후각집단의점수에대하여집단간차이를비교하였다본연구의실험설계는과같다 실험설계 연구절차 집단사전검사실험처치사후검사실험집단통제집단사전검사대동작기능평가사회정서발달평가검사사후검사대동작기능평가사회정서발달평가검사전통놀이프로그램실시 먼저대동작기술및사회정서적발달에관한사전동질성검사를실시한후에실험집단에대해서는전통놀이활동프로그램을주동안주회실시하고통제집단에대해서는정상적인교육과정에따른체육활동을주동안주회실시한후사전검사와동일한방법으로실험종료주후에대동작기술및사회정서적발달에관한사후검사를실시하여집단간차이를비교하였다 연구절차 구분인원명지도방법지도교사기간주 ISSN: AJMAHS Copyright 2017 HSST 589

4 연구실험집단 통제집단 체육전공교사와담임교사가학생특성에맞는전통놀이프로그램에의한지도뇌성마비아동의지체장애공통교육과정체육프로그램에의한지도 담임교사가수업을이끌고체육교사및창의적체험활동담당교사는보조교사역할을함특수체육전공교사와체육교사지도지체장애공통교육과정지도 실험집단의운영본연구에서실험집단에대해서는전통놀이활동프로그램을다 주동안과같이실시하였 전통놀이활동주별프로그램 단원명주차시수업내용및놀이활동자료친구야놀자여우놀이녹음기테이프여우가면여왕벌지키기풍선왕관무릎보호대여우놀이녹음기테이프여우가면친구야놀자여왕벌지키기풍선왕관얼음땡무릎보호대인간줄다리기밧줄장갑고양이와쥐고양이가면뛰어놀자인간줄다리기밧줄장갑세박자콩콩무릎보호대동대문놀이무릎보호대여우놀이무릎보호대여우가면동대문놀이무릎보호대주사위계단놀이주사위색테이프달팽이집색테이프땅에그리고주사위계단놀이주사위색테이프놀아요달팽이집무릎보호대여우놀이무릎보호대여우가면개뼈다귀무릎보호대색테이프여왕벌지키기풍선왕관개뼈다귀무릎보호대색테이프 장소및기간이연구프로그램의훈련장소는학생들이재학하고있는특수학교의강당및교실에서실시하였으며사전검사는전통놀이프로그램을적용하기전담임교사와체육교사부담임교사교과담당교사가검사를실시하였다사후검사는프로그램적용주후사전검사와동일한방법으로실시하였다 590 Copyright 2017 HSST

5 Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology Vol.7, No.1, January (2017) 중재충실도본연구의전통놀이활동프로그램의중재가충실히수행되었는지알아보기위하여프로그램을진행하는동안초등학교과정체육교사및스포츠강사명이수업을관찰하였으며중재가적절히이루어졌는지를평가하였다평가결과모든프로그램이관찰자명점만점에평균점으로나타나본프로그램의중재가계획대로적절히이루어졌음을알수있었다 통제집단의운영통제집단에는주간정규적인체육수업을실시하였다지체장애공통교육과정에따른체육과수업을실시하였다창의적체험활동시간은감각지각반및일상생활반으로나뉘어서활동하였다 측정도구 대동작기술평가를위해뇌성마비와같은운동발달에장애가있는아동의기능수준을평가하기위해고안된기능적평가도구인을사용하였다평가도구인대동작기능평가는눕기와뒤집기앉기네발기기와무릎서기서기걷기달리기그리고깡충뛰기로구성되어있으며측정에대한평가는완전히수행함점부분적으로수행함점시도는함점시도하지않음점으로평가하였다 대동작기능평가의검사내용 번호 눕기와뒤집기앉기네발기기와무릎서기서기걷기달리기그리고깡충뛰기 영역 사회정서발달평가척도본평가척도는한국행동과학연구소에서제작한아동의사회정서적발달평정척도를본연구에맞게수정적용하였다하위영역은교사에의비의존성내적통제또래와의상호작용안정 ISSN: AJMAHS Copyright 2017 HSST 591

6 감성취동기호기심등개하위요소로구성되어있다사회정서발달평가척도는담임교사와부담임교사가실험집단과통제집단의학생행동을관찰하여그결과를단계평가척도에의해평가하였다학생이이상그런행동을보일때매우그렇다점정도그런행동을보일때약간그렇다점정도그런행동을보일때중간정도점정도그런행동을보일때약간그렇지않다점이하그런행동을보일때전혀그렇지않다점로평가하였다 사회정서발달평가척도의구성내용 하위영역 구성내용 문항번호 교사에의비의존성 독자적학습능력 내적통제 감정과행동의자기통제 또래와의상호작용 또래관계협동심 학교에서의안정감 교사학생프로그램에대한안정성 성취동기 학습목달성의욕 호기심 새로운것에대한호기심 자료처리 이연구에서는각각의연구문제를검정하기위해서연구대상이소본이었기때문에독립본 에대한비모수적집단간순위차이검정방법인 의 검정을사용하였으며통계 처리는 를사용하여실시하였다 전통놀이프로그램이뇌성마비아동의대동작기능평가눕기와뒤집기앉기네발기기와무 릎서기서기걷기달리기그리고깡충뛰기에미치는효과를사전사후로발달영역별변화정도 를점수화하여집단간차이를알아보기위해 의 검정을실시하였다 전통놀이프로그램이뇌성마비아동의사회정서발달교사에의비의존성내적통제또래와 의상호작용학교에서의안정감성취동기호기심에미치는효과를사전사후로발달영역별변화 정도를점수화하여집단간차이를알아보기위해독립본 의 검정을실시하였 다 연구결과 전통놀이프로그램이뇌성마비아동의대동작기능및사회정서발달에미치는효과를알아보기위해서실험집단과통제집단모두에게대동작기능및사회정서발달평정척도를사전및사후검사로실시하였으며이를각각의연구문제에따라분석한결과는다음과같다 592 Copyright 2017 HSST

7 대동작기술에미치는영향 Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology Vol.7, No.1, January (2017) 전통놀이프로그램에참여한실험집단과참여하지않은통제집단의대동작기능에대한사전사 후검사점수결과및사후검사간점수차이에대한 의 검정의결과는과 같다 대동작기능평가의사후검사차이에대한의검정결과 구분 실험집단통제집단사전사후사전사후차이사전사후사전사후차이 이상과같이실험집단과통제집단간의대동작기능평가사후검사총점의차이를 의 검정으로분석한결과전통놀이프로그램에참여한집단은통제집단과비교 하여대동작기능평가점수가유의수준 에서통계적으로유의한차이가발견되지않았다 하지만통제집단의경우에평균점의상승이있었던반면에실험집단의경우에는평균 점 의점수상승이있었다이러한변화에대한좀더상세한분석을위해서두집단의대동작기능을 각하위영역별로분석하였다대동작기능평가의하위영역에대한실험집단과통제집단의사전사 후검사점수및사전사후검사점수차이에대한 의 검정의결과는과같 았다 대동작기능평가의하위영역별사전사후검사차이에대한독립본검정 구분 눕기와뒤집기앉기네발기기와무릎서기서기걷기달리기깡충뛰기 실험집단통제집단사전사후사전사후차이사전사후사전사후차이 ISSN: AJMAHS Copyright 2017 HSST 593

8 에나타난바와같이대동작기능평가의각하위영역별점수를살펴보면눕기와뒤집기앉기네발기기와무릅서기그리고서기영역에서실험집단및통제집단간의사전사후검사의차이를의검정으로분석한결과유의수준에서각각통계적으로의미있는차이를나타내었다즉전통놀이프로그램에참여한실험집단학생들이참여하지않은통제집단학생들보다걷기달리기깡충뛰기영역을제외한모든영역의점수가유의하게증가한것으로전통놀이프로그램이뇌성마비학생의눕기와뒤집기앉기네발기기와무릅서기그리고서기영역의능력을향상시키는효과가있었다는것을알수있다 사회정서발달에미치는영향 전통놀이프로그램에참여한실험집단과참여하지않은통제집단의사회정서발달에대한사 전사후검사점수결과및사후검사점수차이에대한 의 검정의결과는 과같다 사회정서발달의사후검사차이에대한의검정결과 구분 사전 실험집단사후 사전사후차이 사전 통제집단사후 사전사후차이 사회정서 에나타난바와같이실험집단및통제집단간의사회정서발달의총점에대한사전사후검사의차이를의검정으로분석한결과전통놀이프로그램에참여한실험집단은참여하지않은통제집단에비하여사회정서발달점수의변화정도가유의수준에서통계적으로의미있는차이를보였다즉전통놀이프로그램에참여한실험집단의사회정서발달검사점수의변화된정도가전통놀이프로그램에참여하지않은통제집단보다유의하게큰것으로나타나전통놀이프로그램을통해뇌성마비아동의사회정서발달이향상되었음을알수있다또한두집단의사회정서발달을사회정서발달검사의하위영역별로분석하였다사회정서발달검사의하위영역에대한실험집단과통제집단의사전사후검사점수및사전사후검사점수차이에대한의검정의결과는와같다 594 Copyright 2017 HSST

9 Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology Vol.7, No.1, January (2017) 하위영역별사전사후검사차이에대한의검정결과 구분 사전 실험집단사후 사전사후차이 사전 통제집단사후 사전사후차이 교사에의비의존성내적통제또래와의상호작용학교에서의안정감성취동기 호기심 에나타난바와같이사회정서발달검사의각하위영역별점수를살펴보면내적통제영역을제외한교사에의비의존성또래와의상호작용학교에서의안정감성취동기호기심영역에서는실험집단및통제집단간의사전사후검사의차이에대해의검정을실시한결과유의수준에서통계적으로의미있는차이를나타내었다 논의 이상과같이전통놀이프로그램은실험집단의대동작기술에대해눕기와뒤집기앉기네발기기와무릎서기등걷기를포함한서서하는활동을제외한모든하위영역에서효과적이었다대상아동들이모두중증뇌성마비를가진학생들로서전통놀이프로그램이주로체육관이나교실에서앉거나기어다니는수준에서이루어졌으며독립적으로걷지못하는학생들을세워서활동하게하는것은사실상불가능하거나부상의위험성이많다고볼수있기때문에걷기에대한효과는제한적일수밖에없었다따라서걷기활동에대한안정성만확보된다면걷기등서서하는활동에도긍정적인영향을미칠수있을것으로기대된다또한교사에의비의존성또래와의상호작용학교에서의안정감성취동기및호기심등사회정서적측면의발달도유의한정도의향상이발견되었다이처럼전통놀이활동은뇌성마비아동의신체적및정서적발달에효과적이므로교육현장에서활용될가치가높다그리고학문적으로뇌성마비로인한중도중복장애를가진아동들의놀이를연구하는것은매우어려운일이지만다양한놀이활동이뇌성마비아동에게미칠수 ISSN: AJMAHS Copyright 2017 HSST 595

10 있는효과를명확히알아보기위해심화된후속연구가필요하다 References [1] P. K. Smith, and A. Rellegrini, Learning through play, In: R. E. Tremblay, R. G. Bar, Peters, Led, Boivin, M. eds. Encyclopedia on Early Childhood Development[online], 1-6. Montreal Quebec: Center for Excellence for Early Childhood Development. (2012). [2] V. B. Jenvey, Children and their need to play, Journal of Royal Australasian Institute of Parks and Recreation, (1992). Vol.28, pp.1-6. [3] V. B. Jenvey, Play and Disability, Smith P. K. topic ed. In: R. E. Tremblay, R. G. Bar, Peters, Led, Boivin, M. eds. Encyclopedia on Early Childhood Development[online], 1-6. Montreal Quebec: Center for Excellence for Early Childhood Development and Strategic Knowledege Cluster on Early Childhood Development. (2013). [4] Y. P. Kim, Meta-analysis of Intervention Effects for Evidence-based Practice on Students with Physical Disabilities, (2014), Korean Journal of Special Education, Vol.48, No.4, pp [5] Y. P. Kim, Meta-analysis of Intervention Effects on Activities of Daily Living of Persons with Cerebral Palsy, (2015), Korean Journal of Physical, Multiple, & Health Disabilities, Vol.58, No.2, pp [6] Y. K. Cheon, and J. H. Kim, Application of Traditional Play among Elementary Regular and Special Education Teachers, (2006), The Journal of the Korean Association on Developmental Disabilities, Vol.10, No.1, pp [7] H. L. Lee, and H. G. Kim, The Effect of Traditional Play in the Integrated Class on Non-disabled Children`s Receptive Attitude toward Disabled Children and Pro-social Behaviors Enhancement of Mentally-retarded Student, (2008), The Journal of Special Children Education, Vol.10, No.1, pp [8] M. A. Lee, and Y. S. Kang, The Effects of the Traditional Play Program on Perceived and Actual Physical Competence of Students with Mental Retardation, (2005), Journal of Mental Retardation, Vol.7, No.0, pp [9] Y. S. Kim, The Effect of Traditional Experiences on Social Ability among Special Education Need Students in Special Education Class, Master 's D. thesis. Kosin University, (2007). [10] S. W. Lee, Effect of Psychomotor Traditional Plays on Sensorimotor Development of Children with Developmental Delays, Master 's D. thesis. Hanshin University, (2014). 596 Copyright 2017 HSST

Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: 3 * The Effect of H

Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.577-601 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.577 3 * The Effect of Home-based Activities Using Traditional Fairy Tales