구조화된 악기중심 음악활동이 발달지체 유아의 사회적 상호작용과 반사회적 행동에 미친 효과
Effects of Music Activities by Structured Musical Instruments on the Social Interactions and Antisocial Behaviors of Preschoolers with Developmental Delay
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본 연구는 구조화된 악기중심 음악활동이 발달지체 유아의 사회적 상호작용중진과 반사회적 행동 감소에 미치는 효과를 알아본 것이다. 연구대상은 일반 유아교육기관에 통합된 발달지체 유아 2명과 같은 반 또래 유아들이었다. 연구 설계는 중다기초선 설계를 사용하였다. 먼저, 중재를 실시하기 전 발달지체 유아 2명의 기초선을 설정하고, 자유놀이 시간에 구조화된 악기중심 음악 활동을 실시한 다음 발달지체유아의 사회적 상호작용행동과 반사회적 행동의 변화를 관찰 하였다. 이러한 절차와 방법을 통해 얻어진 결과를 요약 정리하면 다음과 같다. 첫째, 구조화된 악기중심 음악 활동은 발달지체유아의 사회적 상호작용 행동을 증진시키는데 효과가 있었다. 기초선 에서는 발달지체 유아의 또래 상호작용이 거의 관찰 되지 않았으나, 중재 이후에는 안내하기, 언어로 묻기, 놀잇감 나누어 갖기, 놀이참여하기 등과 같은 행동이 점진적으로 증가하였다. 둘째, 구조화된 악기중심 음악 활동은 발달지체 유아의 반사회적 행동을 감소시키는데 효과가 있었다. 기초선에 비해 발달지체 유아의 언어적 공격, 신체적 공격 그리고 위협행동 등이 점진적으로 감소하였다. 또한, 실험 종료 1주 후에 실시한 유지검사에서도 사회적 상호작용 행동과 반사회적 행동 모두 일정수준으로 유지되었다.
Abstract
The purpose of this study was to examine the effects of music activities by structured musical instruments on the social interactions and antisocial behaviors of preschoolers with developmental delay. The subjects in this study were two selected preschoolers with developmental delay and their peer classmates. The preschoolers with developmental delay attended a regular early childhood education institution. As for research design, multiple baseline design was adopted. Before the intervention was provided, baseline for the young children for developmental delay was selected, and then music activities were conducted using structured instruments in free-play sessions. And then the young children with developmental delay were observed to measure their social interaction behaviors and antisocial behaviors. The major findings of the study were as follows: First, the music activities by structured instruments were effective at increasing the social interaction behaviors of the preschoolers with developmental delay. In the baseline period, they had little interactions with their peers while they were observed. After the intervention was provided, however, there was a gradual increase in their behaviors such as giving information, asking questions in language, sharing toys or joining others for play. Second, the music activities by structured instruments was effective at relieving the antisocial behaviors of the young children with developmental delay. There was a gradual decrease in verbal aggression, physical aggression and threatening behavior in comparison with what they did in the baseline period. When a retention test was carried out a week after the experiment, they continued to show more social interaction behaviors and fewer antisocial behaviors than in the baseline period as well.
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