가베 놀잇감 활용에서 교사 개입수준과 영아의 기질에 따른 사회적 상호작용과 놀이성

Abstract

This study purported to examine the main effects of the level of the teacher's intervention in the use of Gabe play material on the infant's social interaction and playfulness. Also, it attempted to examine the interaction effects of the level of teacher intervention and infant temperament on the infant's social interaction and playfulness. For these purposes, the following questions were addressed. 1. How does the level of the teacher's intervention in the use of Gabe play materials affect the infant's social interaction? 2. How does the level of the teacher's intervention in the use of Gabe play materials affect the infants' playfulness? 3. How does the level of the teacher's intervention in the use of Gabe play materials and the infant's temperament affect the infant's social interaction and playfulness? The sample of the study was composed of 24 infants from a private kindergarten located in the G city. The infants were assigned to one of three different experimental conditions where teachers play a different role: an observer, a facilitator, or an instructor. The age of infants, the degree of infants' social interaction and playfulness did not differ among the three experimental groups before the experiment, which was considered as homogenous. For 8 weeks, twice per week, infants played with Gabe materials for 15 minutes with teachers playing a different role in each experimental condition. To measure the level of social interaction of infants, the Pen Interactive Peer Play Scale (PIPPS: Fantuzzo, et. al, 1998) was used. PIPPS was a three point scale: negative, neutral, and positive interaction. To measure infants' playfulness, an adapted version of Barnett(1990)'s CPS (the Children's Playfulness Scale) was used. It was composed of 25 items including newly added 2 items and constructed with a 5 point scale. The infant's temperament was measured by using an adapted version of Gunn(1983)'s TTQ (Toddler Temperament Questionnaire: TTQ). The questionnaire was composed of 36 items and constructed with a 6 point scale. To analyze the main effects of teacher intervention on the infant's social interaction and playfulness, an ANOVA was conducted with the teacher intervention as a an independent variable and infants' social interaction and playfulness as dependent variables. In addition, to analyze the interaction effects of teacher intervention and infant temperament, a two-way ANOVA was conducted with teacher intervention and infant temperament as two independent variables and infants' social interaction and playfulness as two dependent variables.

The results of the study are as follows. First, the level of social interaction of infants were significantly higher in the facilitator condition than in the instructor condition. Second, the whole score of playfulness of infants were not different among the experimental groups. However, the results of the analysis for the sub areas of playfulness showed that infants' 'social autonomy' was significantly higher in the facilitator condition than in the instructor condition. Also, 'obvious enjoyment' was higher in the facilitator condition than both in the instructor and observer conditions. Third, the interaction effects of teacher intervention and infant temperament on social interaction and playfulness of infants were not significant. That is, the effects of teacher intervention in the use of Gabe material on the infant's social interaction and playfulness did not differ depending on the infants' temperament. Based on the results, implications for guiding infants' play with Gabe materials were suggested.