만3-5세 혼합연령 학급의 발달지연 유아의 변화 탐구

Abstract

Objectives The purpose of this study is to explore changes in pro-social and cognitive behavior of children with developmental delays in a mixed-age class aged 3 to 5 years.
 Methods The participants in the study were 5-year-old children with developmental delays in a mixed-age 3-5 year old class. Related data, including 3 years of child observation logs, parent counseling logs, and interview data with homeroom teachers, were collected to determine pro-social behavior and cognitive behavior. The contents were qualitatively categorized and analyzed.
 Results First, in a mixed class for 3-5 year olds, developmentally delayed children improved their personal emotion control ability, interpersonal relationship formation ability, and classroom adaptation ability in terms of pro-social behavior. It has been shown that children with developmental delays improve their social behavior through activities that help younger siblings who are at a lower level than themselves. Second, children with developmental delays in mixed-age classes aged 3 to 5 showed improvements in cognitive behavior, such as interest in learning, improved cognitive learning ability, and language development. Improved pro-social behavior can be seen growing together by promoting active activities with children at various levels and supporting their cognitive development.
 Conclusions As seen in the results of this study, it can be concluded that in mixed-age classes, child with developmental delays are provided with the opportunity to narrow the gap in their development level with ordinary children through social and cognitive development.