본 연구는 글로벌리더 프로그램이 유아의 재능(인지, 창의, 리더십) 향상에 미치는 효과와 집단 크기로 집단유형(대, 소집단)을 구분하여 이에 따라 효과에 차이가 있는지를 확인하는데 목표를 두었다. 따라서 만 5세 유아 47명을 연구대상으로 선정하고, 두 개의 실험집단과 한 개의 통제집단에 배치하였다. ‘실험집단 1’은 7명의 소집단으로 구성하였으며 ‘실험집단 2’는 23명의 대집단으로 구성, ‘통제 집단’은 17명으로 구성하였다. 실험집단 1, 2에는 24차시로 구성된 글로벌리더 프로그램을 적용하였고, 통제집단에는 일반 유치원 과정인 누리과정 프로그램을 적용하였다. 연구결과, 글로벌리더 프로그램은 5세 유아의 재능(인지, 창의, 리더십) 향상에 효과가 있다는 것과 대?소집단의 집단유형별 차이가 나타나지 않고 모두 유아의 재능 향상에 효과가 있음이 확인되었다. 따라서 다양한 형태의 유아교육현장에서 유아들의 인지, 창의성, 리더십을 향상시키기 위해서 효과적으로 사용할 수 있는 공통된 교수-학습 프로그램을 제안할 수 있을 것이다.
The purpose of this study was to confirm the effects of the global leader program on the talent(cognition, creativity, leadership) improvement of five-year-olds and identify the differences of the effects on young children’s talent improvement according to different group types. To examine the research problems, a total of 47 five-year-olds were selected as research objects and were divided into two experimental groups and one controlled group. ‘Experimental group 1’ was composed of a small group of 7 five-year-olds, ‘experimental group 2’ was composed of a large group of 23 five-year-olds and the ‘controlled group’ was composed of 17 five-year-olds. A global leader program composed of 24 different times was performed on experimental group 1 and 2. And Nuri curriculum was performed on the controlled group. In conclusion, the global leader program was confirmed to be effective to cognition, creativity, leadership improvement of five-year-olds. and the global leader program was confirmed to be effective to young children’s talent improvement regardless of the group size. Therefore, it should be a convenient educational program respecting the characteristics and individuality of young children considering ‘young children’s interest, concern, cognition, creativity, leadership level and social background and age’ rather than ‘group size’ concerning types and it also suggests that considering the helpfulness of the global leader program in improving young children’s talent, an application method and a study on verification of the effectiveness of that method is necessary when it is to be used in a general early childhood educational institution.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구 방법 Ⅳ. 연구 결과 및 해석 Ⅴ. 논의 및 결론 참고문헌
