유치원 교육과정 기반의 학급차원 사회성 기술 중재가 일반 유아의 친사회적 행동 및 장애 유아 수용도와 장애 유아의 또래 상호작용에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of class-wide social skill intervention based on the preschool curriculum on young children’s prosocial behavior and social acceptance toward peers with disabilities, and peer interaction of young children with disabilities. For the study, two 3-year-old inclusive classes of preschoolers were selected as an experimental group and a control group, respectively. In this study, a pretest-posttest control group design was applied to examine the prosocial behavior of young children and the social acceptance of young children toward peers with disabilities. In addition, a case study was conducted to investigate the changes in the peer interaction of children with disabilities in an experimental group. As a result, the young children of the experimental group who participated in a class-wide social skill intervention based on the preschool curriculum showed statistically significant changes in prosocial behavior and social acceptance toward peers with disabilities rather than those of the young children in the control group. The total rates of interaction of young children with disabilities in the experimental group was higher than that of the pretest group. In addition, when comparing the rates of interaction initiated by children with disabilities to those initiated by peers, the rates of interaction initiated by peers was significantly higher than that of children with disabilities. The number of peers who participated in the interaction of children with disabilities increased, and the content of the interaction varied. Based on these results, practical implications and suggestions for future research were discussed.