The purpose of this study was to figure out how dramatized activities using daily narratives (focused on peer conflict situations in classroom) affect on language competence, pro-social behavior, and peer conflict resolving strategies of a child. Thre... The purpose of this study was to figure out how dramatized activities using daily narratives (focused on peer conflict situations in classroom) affect on language competence, pro-social behavior, and peer conflict resolving strategies of a child. Three basic questions were set to accomplish the purpose of the study. First, how dramatized activities using daily affect on language competence of a c hild (focused on peer conflict situations in classroom). Second, how dramatized activities using daily affect on pro-social behavior of a child (focused on peer conflict situations in classroom). Third, how dramatized activities using daily affect on peer conflict resolving strategies of a child (focused on peer conflict situations in classroom). The subjects was two classes consisting of twenty five-year-old children each at a children education school in A city, Gyeonggi-do. One class was an experimental group made of 20 people and the other class was a comparative group made of 20 people. The method which was amended and improved by Ae-Ja Park(1996) was used to measure language competence of a child. Ae-Ja Park(1996) has amended and improved the language competence test for 4-6 children produced by Young-Ae Jang based on the pre-researches (Yeon-Seob Lee, Seong-Il Kim, Hyeon-Gook Dan, 1980; Yong-Sin Jeon, 1971; Korea Institute for Research in the Behavioral Science, 1973; Hyong Heo, Hyeong-Seok Lee, In-Chang Hwang, Gye-Sook Jeong, Sang-Ho Kim, 1978.) The language competence test consists of three categories; vocabulary(23 score), language comprehension(30 score), and expressive language skills. The total score is 81. The reaction of children toward questions of each three section was recorded. The score was used as the standard for measuring language competence. To measure pro-social behavior, Hye-lim Im’s method(2016) was applied. Hye-lim Im(2016) amended and improved the test to measure children’s pro-social behavior of Jong-Hyang Lee(2006) by adding one question in each category. Jong-Hyag Lee(2006) revised Mcginnis and Goldstin(1990)’s Skill Situation Measures translated by Won-Young Lee, Chan-Ok Park, Young-Hee Noh(1993). This method was divided into three sections; ability to control personal emotion, ability to build personal relations, and school adjustment. Each section had six questions; total 18 questions were asked. The reply of children was scored. The score was used as the standard for measuring pro-social behavior. Ju-Hyeon Park’s method(2009) was used for measuring peer conflict resolving strategies of a child. Ju-Hyeon Park(2009) used ‘Children’s Reaction to Resolve Conflict’ questionary made by Ujiie Tatsuo (民家達夫, 2007) based on Rahim(1985)’s conflict coping type translated in Korean by Hyang-Ah Park(2007). The questions were based on virtual conflict situations. The test of peer conflict resolving strategies consisted of conflict of opinion, conflict on preference of play tools, and conflict on taking away of one’s possessions. The research went through a study on literature, a preliminary examination, and a preliminary inspection. The experiment was conducted 14 times for 7 weeks. An examination after experiment was also held. The experimental group was performed dramatized activities using daily narratives (focused on peer conflict situations in classroom) and the comparative group was performed story telling activities using daily narratives (focused on peer conflict situations in classroom) for 14 times. SPSS Win 29.0 Program was used to compare and analyze the score of preliminary inspection and after experiment of the experimental group and the comparative group’s language competency, pro-social behavior, and peer conflict resolving strategies. The result of this study was following: First, the experimental group who performed dramatized activities showed statistically relevant difference in language competence after experiment. In details, the experimental group showed high scores in expressive language skills compared to the comparative group. Second, the experimental group showed statistically relevant difference in pro-social behavior after experiment compared to the comparative group. An ability to build personal relations of the experimental group was scored higher than the comparative group. Third, the experimental group also showed statistically relevant difference in peer conflict resolving strategies after the performance. These results suggested that the dramatized activities using daily narratives (focused on peer conflict situations in classroom) could improve children’s language competence, pro-social behavior, and peer conflict resolving strategies. This study showed that using the dramatized activities using daily narratives could be an effective teaching and learning method to develop language competence, pro-social behavior, and peer conflict resolving strategies of a child in children education. ，韩语论文题目，韩语论文题目 |
