5가지 사랑의 언어활동 아기 학교 프로그램이 모-자 애착관계에 미치는 영향 = The effects of 'the baby school program with the five love languages' for attachment formation between mother and child

국문 초록 (Abstract)

국 문 초 록
본 연구는 양육자와의 안전한 애착관계가 인간의 삶 전체에 얼마나 많은 영향을 미치는지를 논하고 자녀와의 질 높은 애착형성을 위한 프로그램의 필요성을 제기하며, 모-자 애착관계 증진을 위한 새로운 대안으로 아기학교를 소개하고, 아기학교 프로그램이 모-자간 애착관계 증진에 어떠한 효과가 있는지를 알아보기 위한 연구이다. 또한 Gary Chapman의 5가지 사랑의 언어-스킨십, 인정하는 말, 함께하는 시간, 선물, 봉사-를 통한 애착놀이 프로그램을 개발하고 아기학교 프로그램에 삽입하여 실시한 후 그 효과를 알아보고자 다음과 같이 연구문제를 선정하였다.
연구문제 1. 5가지 사랑의 언어활동 아기학교 프로그램의 구성은 어떠한가?
연구문제 2. 5가지 사랑의 언어활동 아기학교 프로그램에 대한 어머니의 만족도는 어떠한가?
연구문제 3. 5가지 사랑의 언어활동 아기학교 프로그램과 일반 아기학교 프로그램은 모-자간 애착관계 증진에 어떠한 효과가 있는가?
3-1. 긍정적 정서증진에 미치는 효과는 어떠한가?
3-2. 접촉추구증진에 미치는 효과는 어떠한가?
3-3. 자기희생적 온정증진에 미치는 효과는 어떠한가?
3-4. 근접추구증진에 미치는 효과는 어떠한가?
3-5. 보호증진에 미치는 효과는 어떠한가?
3-6. 결속증진에 미치는 효과는 어떠한가?
3-7. 냉담감소증진에 미치는 효과는 어떠한가?
3-8. 기대감증진에 미치는 효과는 어떠한가?
본 연구는 경기도 안양시에 위치하는 A교회 아기학교 참석자들 중 모(보호자)자 25쌍을 대상으로 하였다. 2014년 9월 18일부터 11월 27일(아기학교 개강일 ~ 수료일)까지 10주간 실시되었고, 실험집단에는 일반 아기학교 프로그램에 5가지 사랑의 언어를 통한 애착활동 프로그램을 삽입하여 실시하였다. 비교집단 1은 일반 아기학교 프로그램에 참여하는 모-자 23쌍, 비교집단 2는 아기학교를 참여하지 않고 자녀를 일반어린이집에 보내고 있는 모-자 25쌍을 선정하였다. 실험집단에는 본 연구자가 개발한 5가지 사랑의 언어 애착활동을 8회 실시하였고, 5가지 사랑의 언어를 소개하는 가정안내문을 작성하여 8회 배부하였다.
모-자 애착정도를 알아보기 위한 검사도구로는 황현주(2005)가 개발한 <영아에 대한 어머니 애착척도>를 사용하였다. 세 집단 모두 영아에 대한 어머니 애착척도 사 전 ․ 사후검사를 실시하고, 수집된 자료를 SPSS 18.0 프로그램을 사용하여 통계 처리 하였다. 5가지 사랑의 언어를 통한 아기학교 프로그램이 모-자간 애착관계 증진에 미치는 효과를 검증하기 위하여 실험집단과 비교집단 1, 비교집단 2의 사전 검사를 통제한 후 사후검사에 대해 공변량 분석(ANCOVA)을 실시하였다. 이에 따른 본 연구의 결과를 요약하면 다음과 같다.
첫째, 5가지 사랑의 언어활동 아기학교 프로그램에 대한 만족도는 매우 높았다.
둘째, 5가지 사랑의 언어활동 아기학교 프로그램은 영아에 대한 어머니애착의 요인 중 6개의 요인에는 증진효과가 있었으나, 근접추구(분리불안) 요인과 냉담감소 요인에는 통계적으로 유의한 차이가 나타나지 않았다.
셋째, 일반 아기학교 프로그램 또한 영아에 대한 어머니애착의 요인 중 6개의 요인에는 증진효과가 있었으나, 근접추구(분리불안) 요인과 냉담감소 요인에는 통계적으로 유의한 차이가 나타나지 않았다.
넷째, 5가지 사랑의 언어활동 아기학교 프로그램에 참여한 어머니들은 일반 아기학교 프로그램에 참여한 어머니들보다 모-자간 애착관계 총점이 더 높은 것으로 나타났다.
이상을 종합하면 아기학교는 모-자 간 애착관계 증진에 매우 효과가 있을 뿐 아니라, 5가지 사랑의 언어를 아기학교 프로그램에 삽입하여 실시하게 될 경우 그 효과는 더욱 크며, 이로써 아기학교는 일부 교회에서 주중 교회학교 프로그램으로 운영되고 있지만 모-자간 안정적인 애착관계 증진을 위한 새로운 대안이 될 수 있음을 알 수 있다.

목차 (Table of Contents)

• 목 차
• 국문초록 page
• Ⅰ. 서 론 ······················································································································1
• 1. 연구의 필요성 및 목적 ·································································································1
• 2. 연구문제 ···························································································································3
• 3. 용어정의 ···························································································································4
• Ⅱ. 이론적 배경 ············································································································5
• 1. 애착이론 ···························································································································5
• 1) 애착의 개념 ·················································································································5
• 2) 애착의 발달 ·················································································································6
• 3) 애착의 유형 ·················································································································7
• 2. 5가지 사랑의 언어 ·······································································································10
• 1) 스킨십 ·························································································································11
• 2) 인정하는 말 ···············································································································12
• 3) 함께하는 시간 ···········································································································13
• 4) 선물 ·····························································································································13
• 5) 봉사 ·····························································································································14
• 3. 아기학교 ·························································································································15
• 1) 아기학교의 이해 ·······································································································16
• 2) 아기학교의 필요성 및 목적 ···················································································16
• 3) 아기학교의 실제 ·······································································································18
• Ⅲ. 연구방법 ················································································································27
• 1. 연구대상 ·························································································································27
• 2. 연구도구 ·························································································································30
• 3. 연구절차 ·························································································································30
• 4. 자료처리 ·····································································································