놀이무용 프로그램이 유아의 정서지능에 미치는 영향 (The Effect of a Play Dance Program on Children's Emotional Intelligence)

서지정보

· 발행기관 : 한국생태유아교육학회
· 수록지 정보 : 생태유아교육연구 / 10권 / 1호 / 1 ~ 30페이지
· 저자명 : 현미경, 서현아

초록

본 연구는 만4, 5세 유아를 위한 놀이 무용 프로그램이 유아의 연령에 따라 정서지능에 미치는 영향이 어떠한지를 알아보는데 목적이 있다. 연구대상은 부산시 해운대구에 소재한 M유치원의 만 4, 5세 188명의 유아 중 중산층 이상의 생활수준이 비슷한 환경에 거주하는 유아 32명이었다. 연구 결과를 살펴보면, 첫째, 놀이무용 프로그램을 실시한 유아와 그렇지 않은 유아 두 집단 간에 유의미한 차이가 있는 것으로 나타났으며, 놀이무용 프로그램이 유아의 정서지능에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 놀이무용 프로그램이 유아의 연령에 따라 정서지능에 미치는 영향을 알아본 결과 놀이무용 프로그램을 실시한 집단이 실시하지 않은 집단보다 유아와 교사와의 관계증진에는 긍정적인 영향을 미치며, 유아의 연령이 증가할수록 긍정적인 영향을 미치는 것으로 나타났으나 연령, 집단 및 연령과의 상호작용에 따라서는 긍정적인 영향을 미치지 않는 것으로 나타났다. 따라서 놀이무용 프로그램은 전반적인 유아의 정서지능에는 긍정적인 영향을 미치나 유아의 연령에 따른 정서지능에는 긍정적인 영향을 미친다고 할 수 없는 것으로 나타났다.

영어초록

The purpose of this study was to determine whether a play dance program could balance children's inner desires and body movements and enhance children's emotional intelligence. In addition, testing was conducted to see if a play dance program would variably influence children's emotional intelligence depending on their age.
The research questions were as follows: 1. What effects did the play dance program have on the children's emotional intelligence? 2. What effects did the play dance program have on the emotional intelligence of children of different ages?Thirty-two subjects were randomly sampled among 188 four- and five-year-old children attending M kindergarten in Haeundae-Gu in Busan. Sixteen children were assigned to the experimental group and 16 to the control group. The “teacher's rating scale for children's emotional intelligence” was utilized to measure children's emotional intelligence. This instrument was developed by Kim (1998) by reviewing other related literature (Goleman, 1995; Mayer et al., 1990, 1991, 1996; Salovey & Mayer, 1990, 1996).
This study was conducted in the order of a pilot study, a pre-test, a main experimental study, and a post-test. A preliminary survey was conducted to test the validity of the questionnaire, measure the running time in finishing the questionnaire, and to determine any mistakes and problems with the questionnaire. After the pilot study, 15 sessions of a play dance program were implemented with the 32 subject children as the main experimental study, starting August 17 and ending November 6, 2009. The post-test was conducted from November 9 to November 12, 2009.
The results of the study were as follows: First, children in the play dance program showed higher scores in the subcategories of emotion control, restriction of impulses, using his/her own emotions, recognizing and considering other's emotions, relationships with teachers, and relationship with friends (using the “teacher's rating scale of children's emotional intelligence”). It was determined that the play dance program did influence the children's emotional intelligence.
Second, there were no significant differences in the subcategories of recognition and expression of his/her own emotions, emotion control, restriction of impulses, using his/her own emotions, recognizing and considering other's emotions, and relationships with friends in emotional intelligence between the two groups and depending on the children's ages. However, the results of this study indicated that the play dance program positively influenced the children's relationships with their teachers and that the program was more influential to older children than to younger children. In addition, the play dance program was not influential on emotional intelligence depending on the children's age and interaction among ages and groups. Hence, it was evident that the play dance program did not influence children's emotional intelligence depending on their age.

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