메타인지기반 바깥놀이 수학활동이 유아의 놀이몰입과 자기주도성에 미치는 영향

Abstract

This study examined the effects of metacognition-based outdoor play math activities on young children's play flow and self initiative. The main results are presented as follows. First, the effect of metacognition-based outdoor play math activities on the total play flow and sub-factors of play flow of young children was examined. As a result of dividing the comparison group and the experimental group into before and after, the post-score was higher than the pre-score in both the entire play group and sub-factors. In addition, as a result of examining the difference between the comparison group and the experimental group by conducting covariate analysis, it was found that there was a significant difference between the two groups in both total flow in play and sub-factors(play challenge, play concentration, play control, goal and process, motivation and emotion, and sense of time). Second, the effect of metacognitive-based outdoor play mathematical activities on infants' self-directed and self-directed sub-factors was examined. First of all, as a result of classifying the control group and the experimental group into pre- and post-mortem, it was found that the average of post-score was higher than the pre-score in both the overall self-directed and sub-factors. In addition, covariate analysis was conducted to confirm the difference between the control group and the experimental group, and it was confirmed that there was a significant difference between the two groups in both overall self-initiative and sub-factors (emotional ability, communication, and achievement motivation). Therefore, it has been confirmed that metacognition-based outdoor play mathematics activities were effective, and in order to enhance infants' play immersion and self-directedness, teachers themselves should recognize the importance of metacognition, have knowledge of the subject, and train infants with metacognitive skills.