3세반 발달지연 유아 및 교사 지원을 위한 치료놀이 기반 협력적 실행연구

초록

The purpose of this study is to conduct a collaborative action research based on theraplay to support a developmentally delayed child and a teacher, and to explore the process and changes. To this end, the researcher conducted a collaborative action research with a 3-year-old developmentally delayed child, a homeroom teacher, and a child counseling expert from October 2022 to February 2023. The research procedure was the stage of planning, implementation, and reflection suggested by Piggot-Irvine(2009), and was carried out over the first to fourth rounds. Data collection consisted of participant observation, interviews, journals, photographs and video materials, and developmental and problem behavior tests, and results were derived through member review and peer review processes. The research process was divided into ‘formation on attachments with a teacher’, ‘formation on relationships with peers’, ‘intimacy with peers’, and ‘sharing the joy of growth’. Looking at the changes accordingly, the developmentally delayed child grew up forming an attachment with the teacher, regulating her body, emotions, and behaviors, and sharing intimacy with peers from isolation. As a result of the test, the child showed somewhat mitigation of development delays, a slight increase in language development, and less than the quasi-clinical range of problematic behavior. The participating teacher grew from complaining of burnout to actively supporting the developmentally delayed child. The significance of this study lies in the fact that it investigated the value of a collaborative action research based on theraplay in supporting a developmentally delayed child and teachers in a 3-year-old class. This study can find implications in that it proposed support measures for a developmentally delayed child and teachers in general classes.

키워드