본 연구는 운동 교육 프로그램이 발달 장애아의 사회성 및 대인 관계에 미치는 효과를 알아보는 것을 목적으로 부산광역시 특수학교에 재학중인 발달 장애아 3명을 대상으로 운동교육 프로그램을 2개월에 걸쳐 주 5회 매회 40분씩 실시하였다. 그 효과를 분석하기 위하여 사회성숙도 검사와 대인 관계 전략 기준 평가를 실시하였다. 이러한 연구의 결과와 논의를 통해 얻어진 결론은 다음과 같다.
첫째, 대상 아동 개안간의 개인차는 있었지만 운동교육 프로그램 적용 후 이동 영역, 의사소통 영역, 사회화 영역에는 효과가 있는 것으로 나타났다.
둘째, 운동교육 프로그램은 발달 장애아의 대인 관계 기능을 향상시키는데도 역시 효과적이었다. 즉, 사회적으로 원만한 대인 관계를 형성하여 일상 생활에서 안정되게 지낼 수 있게 나타났다.
본 연구는 운동 교육 프로그램이 발달 장애아의 사회성 및 대인 관계에 미치는 효과를 알아보는 것을 목적으로 부산광역시 특수학교에 재학중인 발달 장애아 3명을 대상으로 운동교육 프로그램을 2개월에 걸쳐 주 5회 매회 40분씩 실시하였다. 그 효과를 분석하기 위하여 사회성숙도 검사와 대인 관계 전략 기준 평가를 실시하였다. 이러한 연구의 결과와 논의를 통해 얻어진 결론은 다음과 같다.
첫째, 대상 아동 개안간의 개인차는 있었지만 운동교육 프로그램 적용 후 이동 영역, 의사소통 영역, 사회화 영역에는 효과가 있는 것으로 나타났다.
둘째, 운동교육 프로그램은 발달 장애아의 대인 관계 기능을 향상시키는데도 역시 효과적이었다. 즉, 사회적으로 원만한 대인 관계를 형성하여 일상 생활에서 안정되게 지낼 수 있게 나타났다.
The purpose of the study was to examine how the movement education program has an effect on the development of the social maturity and interpersonal relationship. And the MGL program which is Frostig"s Movement education program was reconstituted, applied, and practiced for 2 months. The subjects fo...
The purpose of the study was to examine how the movement education program has an effect on the development of the social maturity and interpersonal relationship. And the MGL program which is Frostig"s Movement education program was reconstituted, applied, and practiced for 2 months. The subjects for this study were three elementary level children from D special education school in Busan. Their intelligence was measured with instruments of KEDI-WISC test and D special child"s KIPA intelligence test. The results of this study were as follows; First, the movement education program turned out to be very effective on the improvement of the function of social maturity. This program has showed an noticeable improvement in individual socialization effect. especially in self expression, work ability, self discipline ability, and social ability of C child. Second, interpersonal relationship skills are improved as follows. As inter children activities grow more and more positively through the movement education program, interpersonal strategy use in inter children activities also shows at a higher level. Furthermore, because they continue to participate and then are interested in the movement education program more and more, children learn to help each other and show the more intimate attitude between them and at a result, interpersonal relationship has got to be more harmonious. As the above results indicate, movement education program helps the developmental disability children grow socially and improves their interpersonal relationship skills, thus making them able to function in a regular social environment. Furthermore, the developmental disability children they may realize the existence of others and thus form such a friendly and harmonious interpersonal relationship that they can get along with those who are around them better in everyday"s activities. Therefore, because of the effectiveness of the program in the education of the developmental disability children, the need for movement education program to help them adjust and mature socially is needed and supported, especially in early elementary level children.
The purpose of the study was to examine how the movement education program has an effect on the development of the social maturity and interpersonal relationship. And the MGL program which is Frostig"s Movement education program was reconstituted, applied, and practiced for 2 months. The subjects for this study were three elementary level children from D special education school in Busan. Their intelligence was measured with instruments of KEDI-WISC test and D special child"s KIPA intelligence test. The results of this study were as follows; First, the movement education program turned out to be very effective on the improvement of the function of social maturity. This program has showed an noticeable improvement in individual socialization effect. especially in self expression, work ability, self discipline ability, and social ability of C child. Second, interpersonal relationship skills are improved as follows. As inter children activities grow more and more positively through the movement education program, interpersonal strategy use in inter children activities also shows at a higher level. Furthermore, because they continue to participate and then are interested in the movement education program more and more, children learn to help each other and show the more intimate attitude between them and at a result, interpersonal relationship has got to be more harmonious. As the above results indicate, movement education program helps the developmental disability children grow socially and improves their interpersonal relationship skills, thus making them able to function in a regular social environment. Furthermore, the developmental disability children they may realize the existence of others and thus form such a friendly and harmonious interpersonal relationship that they can get along with those who are around them better in everyday"s activities. Therefore, because of the effectiveness of the program in the education of the developmental disability children, the need for movement education program to help them adjust and mature socially is needed and supported, especially in early elementary level children.
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