본 연구는 유아의 자기조절력 향상을 목적으로 개발된 언어적 계획 및 평가(VPE) 프로그램을 유치원 학급에 적용하여 5세 유아의 사려성 및 의사소통 능력에 미치는 영향을 밝히는데 목적이 있다. 연구대상은 만 5세 유아 56명이고, 사전사후검사 실험설계 방법을 사용하여 실험집단에만 VPE 프로그램을 처치하였다. 수집된 자료는 사전검사를 공변인으로 처리하여 공변량 분석을 실시하였다. 연구 결과를 토대로 VPE 프로그램은, 지적 능력에 관계없이, 5세 유아의 사려성과 언어적인 의사소통 능력을 향상시키는데 효과적인 교수방법이라는 결론을 내릴 수 있다.

This study aimed to examine the effectiveness of the Verbal Plan and Evaluation(VPE) Program (Yang, 1994) on the children`s self-regulation including reflectivity and communicative competence. For this study, the following research hypotheses were raised : 1. Participation in the VPE program would improve the reflectivity of the treatment group compared to that of the control group. 2. Participation in the VPE program in the kindergarten would increase the verbal communicative competence of the treatment group compared to that of the control group. 3. The VPE program`s effect on children`s reflectivity and communicative competence would vary by the children`s cognitive ability. The subjects, of this study were 56 five-year-old children in a kindergarten in Seoul. Two intact classes(28 children per class) were devided into two groups : the experimental treatment group and the no-treatment control group. The VPE program were employed for a six week period. Data were collected using the Kansas Refleetion-Impulsivity Scale for Preschoolers, the Intelligence Scale for Children, and the Korean Social Adaptive Behavior Scales. The data were derived by the analysis of covariance, treating the pretest as a covariant. The results of this study are as follows : 1. The VPE program decreases the errors as well as increases the latency (p＜.001). That is, the VPE program improves children`s reflectivity. 2. The VPE program influences significantly children`s verbal communicative competence(p＜.001). 3. The effect of the VPE program on the latency, the errors, and the communicative competence has no relation to the cognitive ability(p>.05).