본 연구는 장기적인 참여관찰을 통한 문화기술적 연구를 수행하여 유치원에서 일반적으로 행해지는 집단게임 활동과정의 사회화 기능을 심층적으로 파악하였다. 2개학급에서 행해진 총16회의 집단게임을 관찰 분석한 결과 집단게임의 유형과 집단형태가 대체로 단일한 것으로 나타났다. 집단게임의 진행은 본게임실시를 위한 사전활동과 실시후 활동이 7단계의 체계적 절차에 따라 진행되고 있었으며 즐거움을 경험할 수 있는 게임실시보다는 게임절차가 강조되고 있었다. 집단게임 활동과정은 아동들에게 사회생활에 필요한 덕목들과 함께 바람직하지 않은 측면들을 경험하는 사회화 기능을 수행하고 있었다.

This study investigated the socialization process of group games in public kindergarten classrooms. In order to explore general activity trends, procedures, and teacher-children interactions in group games, participant observations using video camera recorders were conducted in two classrooms for a five month period. Field notes and videotapes were analyzed through three steps. The findings are as follows: The process of a group game follows seven steps involving introducing the game, deciding the game`s name, methods, rules, playing the game, judging each team`s performance, and evaluating. Through these steps, teachers intended to develop children`s cognitive, socio-emotional, and verbal abilities. Twelve characteristics of teachers` and children`s participant behaviors were noted during these steps. This study indicates that the socialization process of group games functions in two very different ways: on the one hand they serve to improve social virtues as intended, on the other, they foster undesirable attitudes. In order to achieve educational objectives and reduce negative functions in group games, teachers need to know the values inherent in such games, and they need to consciously use appropriate strategies to meet their objectives. Above all they must understand children`s attitudes and the influence group games have on their development.