메타인지가 높은 유아는 타인을 잘 가르치는가? 유아기 메타인지 발달과 교수 능력의 관계
Do Young Children with High Metacognition Teach Others Better? The Link Between Metacognition and Teaching Ability in Early Childhood
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연구목적: 본 연구는 유아의 메타인지와 교수 능력의 발달 양상을 살펴보고, 이 둘 간의 관계를 살펴보기 위해 실시되었다. 연구방법: 임의 표집 방식으로 모집된 4-6세 유아 107명이 참여하였으며, 연구자는 카드게임을 통해 유아의 메타인지와 교수 능력을 측정하였다. 유아의 메타인지적 지식은 유아가 카드 규칙의 난이도에 대해 이해하는지 살펴봄으로써, 점검 능력은 유아가 본인의 수행을 평가할 수 있는지 살펴봄으로써, 통제 능력은 다시 배워야 하는 카드를 합리적으로 결정하는지 살펴봄으로써 측정하였다. 그 후 유아가 인형을 가르칠 때 보이는 교수 능력을 측정하였다. 연구결과: SPSS를 통한 ANOVA 검증 결과, 6세 유아들은 4세보다 메타인지적 지식과 점검 능력이 더 높고, 통제 능력은 4세와 5세 사이에 증가하는 것으로 나타났다. 연령이 높은 유아들은 교수 내용과 전략 측면에서 더 우수하였다. 더불어 연령과 표현어휘를 통제한 편 상관관계는 메타인지와 교수 능력 간에 밀접한 관련이 있음을 보여주었다. 결론: 이러한 결과는 유아기가 초기 메타인지가 발달하는 시기이며, 유아가 타인을 가르치는 과정에서 메타인지를 발휘하게 된다는 함의를 제공한다.
Abstract
Objective: This study aimed to investigate the development of young children’s metacognition and teaching abilities and the relationship between the two. Methods: Participants comprised 107 children aged 4 to 6 years, recruited through convenience sampling. Children’s metacognition and teaching abilities were assessed using a card game. Metacognitive knowledge was evaluated by examining their understanding of the difficulty levels of the game’s rules; monitoring ability was measured by assessing their self-evaluation of performance; and control ability was measured as their ability to identify rules that needed to be re-learned. Teaching abilities were subsequently assessed when the children taught a puppet to play the card game. Results: Analysis of variance (ANOVA) revealed that 6-year-olds demonstrated higher levels of metacognitive knowledge and monitoring than 4-year-olds, with control abilities improving significantly between ages 4 and 5 years of age. Older children demonstrated greater proficiency in teaching content and teaching strategies. Moreover, diverse relationships between metacognition and teaching abilities were observed, even after accounting for age and expressive vocabulary. Conclusions: These findings highlight early childhood as a critical period for the foundational development of metacognition. Teaching others provides valuable opportunities for children to exercise their metacognitive abilities.
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