본 연구는 유아의 행동은 인적, 물적 변인과의 상호작용에 의해서 표출된다는 이론에 근거하여 연령과 성 그리고 활동영역이 유아의 사회 · 인지적 놀이에 미치는 효과를 검증하였다. 본 연구의 결과는 연령이 많아짐에 따라 성숙된 유형의 사회 · 인지적 놀이를 수행하며, 활동영역에 따른 물적 환경이 사회 · 인지적 놀이 유형에 결정적인 영향을 미치는 것으로 나타났다. 나아가 성에 따른 남녀아의 사회 · 인지적 놀이는 차이가 없는 것으로 검증되었으나, 성과 활동영역과의 상호작용 효과가 검증되어 남아는 블럭영역에서 여아는 역할놀이영역에서 좀더 성숙된 유형의 놀이를 수행하는 것으로 드러났다.

The intent of this study was to examine a theory which suggests that personal(age and gender) and environmental(activity centers) variables affect children`s social-cognitive play. Same-aged and same-gender groups from each of two age groups(four- and five-year-olds) were observed playing in an experimental playroom The subjects used in this study were 40 four-year-old children(mean age: 4.3 years) and 40 five-year-old children(mean age: 5.2 years). Every child observed on 40 occasions, 20 occasions each at a block center and a role-play center. A 2(age)X2(gender)X2(type of activity centers) repeated measures analysis of variance(ANOVA) was used to analyze the data. Significant effects for age, gender, type of activity center, and interaction were analyzed. Results of this study were compatible with the theory. More specifically, predicted age effects were supported to the extent that play became more complex with age. Play was also affected by the center in which children played to the extent that their play generally followed the themes suggested by the props in those centers. Gender interacted with activity centers to show variations in play. The main effects attributed to gender, however, were unreliable. These results are significant in that they document the interactive effects of personal and controlled environmental variables on children`s social-cognitive play.