본 연구는 3년 과정의 발달적으로 적합한 유아교육 프로그램의 적용을 위하여, 유아의 발달에 적합한 유아교육 이론에 기초한 유아교육과정에 의하여 일관성있게 교육을 받은 유아를 대상으로 발달적으로 적합한 평가방법을 통하여 교육적 효율성을 밝힘으로써 3세부터 5세 과정의 유아교육 프로그램의 교육효과를 살펴본 평가연구이다. 유아교육 프로그램의 교육효과를 놀이를 통한 평가방법으로 평가한 결과, 상호작용 이론에 기초한 유아교육 프로그램의 3, 4세 교육과정이 5세 유아의 놀이 발달에 교육효과가 높은 것으로 나타났다.

The propose of study examined the effects of early childhood education program to reveal the continuous developmentally appropriate program from three- to five-year-old children. For this purpose, the study was compared the educational effects between two-year-early childhood education program based on interactional theory and two-year-early childhood education program based on non-interactional theory in five-year-old children. The subjects were 56 five-year-old children of two classes enrolled same kindergarten. The one class was educated two-year-education program based on interactional theory and the other class was educated two-year-education program based on non-interactional theory. The evaluation was conducted by the time sampling observation based on the checklist of social play and play structure. The results of the study were summarized as followings : first, there were significant improvements of social play in five-year-old children educated by interactional theory compared with five-year-old children educated by non-interactional theory; second, there were significant improvements of play structure in five-year-old children educated by interactional theory compared with five-year-old children educated by non-interactional theory; third, there were no significant differences of social play and play structure between girls and boys educated by interactional theory and non-interactional theory; fourth, there were no interaction effects of the programs and the gender in social play and play structure of five-year-old children educated by interactional theory and non-interactional theory This study suggests the followings : first, early childhood education program should be conducted the continuous developmentally appropriate program from three- to five-year-old children; second, the longitudinal study should be examined the early childhood education program based on interactional theory to reveal the effects of three-year-developmentally appropriate program from three- to five-year-old children.