유아의 인지조망수용능력에 따른 또래교수 상황에서 교수자로서의 능력
A study on children's cognitive perspective-taking and its effect on their teaching capability in peer tutoring
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본 연구의 목적은 유아의 인지조망수용능력과 또래교수 상황에서 교수자로서의 능력에 대한 전반적인 경향을 살펴보고, 유아의 인지조망수용능력에 따라 교수자로서의 능력에 차이가 있는지 밝히는 것이다. 연구대상은 서울과 경기지역 유치원에 재원 중인 만 4세 학급 유아 64명이다. 인지조망수용능력 검사 결과를 기반으로 상 ․ 하위 20%의 유아에게는 교수자 역할을, 나머지 60%의 유아에게는 학습자 역할을 부여하여 교수자-학습자 쌍을 구성한 후, 또래교수 과제를 통해 인지조망수용 능력이 높은 유아와 낮은 유아의 교수자로서의 능력을 평정하였다. 자료분석을 위해 범위, 평균(표준편차), 독립표본 t검정을 실시하였다. 연구결과 첫째, 다양한 수준의 인지조망수용능력을 가진 만 4세 학급 유아는 또래 교수 상황에서 효과적인 교수를 수행할 수 있는 능력을 가진 것으로 나타났다. 둘째, 유아의 인지조망 수용능력에 따라 또래교수 상황에서 교수자로서의 능력에 차이가 있는 것으로 나타났다. 이를 통해 유아를 가르치는 현장의 교사에게 유아 또한 효과적인 교수자로서 역할을 할 수 있다는 점을 시사함으로써 실제 교수-학습 과정에서 유아의 역량과 주체성을 높이기 위한 토대를 제공하였다는데 본 연구의 의의가 있다.
Abstract
The goal of this study was to investigate children’s cognitive perspective-taking and their teaching capability in a peer tutoring situation and to examine the effect of the former on the latter. A total of 64 children participated in this study: they were all four-year old and enrolled in public and private kindergartens located in Seoul and Gyeonggi-do, Korea. Children were divided into two groups based on their cognitive perspective-taking test results: 1) a teacher group (the top and bottom 20% of the test), and 2) a learner group (the middle 60% of the test). Teacher-learner pairs were created and then each pair were given a peer-tutoring task, during which teaching capabilities of those taking a teacher’s role were evaluated. For data analysis, descriptive statistics, including range values, means, standard deviations, and an independent sample t-test were examined. The study results are as follows. First, both children with high and low levels of cognitive perspective-taking were able to teach effectively in peer tutoring. Second, there were significant differences in children’s teaching capabilities depending on their levels of cognitive perspective-taking. These results demonstrate that children’s role and participation in the teaching-learning processes should be expanded considering their observed competencies and agency as an effective teacher.
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