The purpose of study is to enhance young children''s attitudes towards history and interpersonal cognitive problem solving abilities through history education activities using educational dramas in the childhood education field. The research questions selected for this study are as follows.

[Research Question 1] What effect do history education activities using educational dramas have on young children''s attitude towards history?

[Research Question 2] What effect do history education activities using educational dramas have on young children''s interpersonal cognitive problem solving ability?
2-1. What effect do history education activities using educational dramas have on young children''s interpersonal problem solving skills?
2-2. What effect does history education activities using educational drama have on the young children''s consequential thinking abilities?

In accordance to the research motives stated above, this researcher selected children from G kindergarten in Sejong city for the study. 19 five-year-old children were chosen as the control group, 20 children as the comparison group, and 22 children as the experimental group.
Over the course of four weeks, a homeroom teacher with three years and seven months of educational experience ran a free play-oriented Nuri program with the control group, while a homeroom teacher with twenty years and ten months of educational experience conducted integrated history education activities based off of historical figures with the comparison group three times a week for a total of 12 30-40 minute sessions. Additionally, the experimental group conducted history education activities with educational dramas with this researcher three times a week for a total of 12 30-40 minute sessions as well.
In this study, historical attitude inspection tools based on the studies of Paul and Claire (2012) were adapted by Jeong Yeo-jin (2015) and used to measure the historical attitudes of children in order to investigate what effect history education using educational dramas had on the children''s historical attitudes. Moreover, to measure the effect of such history education on children’s interpersonal problem-solving skills, the test tool modified and produced by Park Chan-ok (1986) was utilized, which was based on the ICPS (Interpersonal Cognitive Problem Solving Skills) of Shure and Spivak (1971). The collected data collected through pre- and post-examination of the control, comparison, and experimental groups was analyzed through an independent one-way analysis of variance using one-way ANOVA through the SPSS statistical program. Then, the post-analysis was analyzed using a Scheffe test.

The result of this study are summarized as follows.
First, it was found that history education activities using educational dramas have a positive effect on improving the historical attitudes of young children. The experimental group displayed a higher historical attitude compared to the control and comparison groups, and the results of the pre- and post-test showed a statistically significant difference.
Second, it was found that history education activities using educational dramas had a positive effect on the improvement of young children’s interpersonal cognitive problem solving abilities. The experimental group displayed higher problem solving skills as compared to the control group, and the pre- and post-test analyses showed a similarly statistically significant difference. Furthermore, it was found that the experimental group displayed higher consequential thinking abilities than the control and comparison groups, and the pre- and post-test analyses showed a statistically significant difference.

The results of this study suggest that history education activities using educational dramas enhance young children''s historical attitudes and interpersonal cognitive problem solving abilities. Additionally, this study has educational value in that children obtained access to meaningful history activities due to the use of educational dramas in the childhood education field.