초등학교 저학년 학급단위 사회정서 역량 함양을 위한 ‘내 마음의 주인 되기’ 프로그램 개발 = Development of the 'Being the Owner of My Mind' Program to Foster Socio-Emotional Competencies in Lower-Grade Elementary Classrooms

다국어 초록 (Multilingual Abstract)

This study aims to develop and apply the ‘Being the Owner of My Mind’ program, designed to support lower elementary students in recognizing and regulating their own emotions, thereby fostering their socio-emotional competencies within a classroom-based setting. The theoretical framework of the program is philosophically rooted in self-transcendence and mindfulness, while its content is grounded in ‘Dong-gam’ fairy tale therapy, the SEE Learning (Social, Emotional, and Ethical Learning; SEEL) curriculum, and the Peace of Mind curriculum. Self-transcendence provides a psychological foundation for deep empathy toward oneself, others, and the community, while mindfulness promotes emotional regulation by enhancing the capacity to accept the present moment. The use of fairy tales from ‘Dong-gam’ serves as an educational medium that engages students’ imagination, helping them recognize and regulate their emotions while expanding their sense of gratitude. By integrating SEEL’s core competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—with the conflict resolution and inner peace elements of Peace of Mind, the program provides a balanced approach to socio-emotional development. The program was developed following the four-stage model (Planning-Design-Implementation-Evaluation) proposed by Kim Chang-dae et al. (2023). In the planning stage, a needs analysis was conducted through surveys with teachers and experts in Y-city, G-province. During the design stage, an initial 19-session program was expanded to 20 sessions after expert validation. For the implementation, the researcher—who completed advanced SEE Learning training and holds a first-class certification in fairy tale psychological counseling—conducted the program with 26 first-grade students. In the evaluation stage, repeated measures ANOVA was utilized to analyze quantitative changes in awareness, emotional regulation, and gratitude across pre-, post-, and follow-up tests. Qualitative data, including student journals and researcher observations, were also collected and analyzed. The results demonstrated statistically significant improvements in students’ awareness, emotional regulation, and gratitude, with these changes largely maintained during the follow-up test. The repetitive activity structure and play-oriented composition were found to be developmentally appropriate and contributed to establishing emotional stability within the classroom, confirming the program’s feasibility for field application. Despite these achievements, several limitations were identified. First, the planning stage lacked sufficient input from various stakeholders, including the students themselves. Second, the design phase faced challenges in balancing developmental suitability with alignment to the regular school curriculum. Third, the small sample size limited the generalizability of the results. Finally, the evaluation relied heavily on self-report scales, posing challenges to the reliability of responses. Future research should incorporate participatory planning, developmentally tailored designs, multi-regional verification, and multifaceted evaluation systems. Nevertheless, this study holds significant practical implications. It demonstrates that early emotional intervention contributes to long-term character formation and bridges the gap between theory and practice by integrating philosophical foundations like self-transcendence with the SEEL framework. The activity-centered design suggests high potential for dissemination in both regular classroom and after-school settings. Finally, this study establishes a foundation for future developments, such as digital content creation and policy-level expansion of socio-emotional education.

국문 초록 (Abstract)

본 연구는 초등학교 저학년 아동이 자신의 감정과 마음을 스스로 인식 하고 조절하는 능력을 함양할 수 있도록 지원하는 ‘내 마음의 주인 되기’ 프로그램을 개발하고, 이를 학급단위로 적용하여 아동의 사회정서역량을 함양하는 것을 목표로 한다. 프로그램의 이론적 기반은 철학적으로 자아 초월과 마음챙김을, 내용적으로는 동감: 가슴으로 읽는 동화처방전, SEEL 교육과정, Peace of Mind 교육과정에 두고 있다. 자아초월은 자신 과 타인 및 공동체에 대한 깊은 공감을 가능하게 하는 심리적 기반을 마 련하며, 마음챙김은 현재 순간을 수용하는 능력을 향상시켜 정서조절을 촉진한다. ‘동감’의 동화 활용은 저학년 아동의 상상력과 몰입을 이끌어 내는 교육적 매개로 작용하며, 아동이 동화를 통해 자신의 감정을 인식‧ 조절하고 더 나아가 타자에 대한 감사와 감동의 정서를 확장하도록 돕는 다. SEEL 교육과정은 자기인식, 자기관리, 사회적 인식, 관계 기술, 의사 결정과 같은 핵심 사회정서역량을 체계적으로 제공하며, 여기에 Peace of Mind가 강조하는 갈등 해결 능력과 내면의 평화를 지향하는 요소를 포함함으로써, 균형 잡힌 사회정서발달을 가능하게 한다. 본 프로그램은 이러한 철학적, 내용적 요소들을 상호·보완적으로 통합하여 아동의 사회 정서발달을 체계적으로 지원하도록 구성하였다. 프로그램 개발은 김창대 외(2023)가 제안한 4단계 모형인 기획–설계–실행–평가 순으로 이루어졌다. 기획 단계에서는 G도 Y시 초등학교 교사 및 전문가를 대상으로 요구조사를 실시하여, 프로그램의 주제, 내 용, 활동 유형 등에 대한 수요를 분석하였다. 이를 바탕으로 설계 단계에 서는 실행 전 19회기 프로그램을 구성하였으며, 전문가 타당도 검토를 통해 회기 수를 20회기로 확장하여 최종 개발하였다. 프로그램의 실행은 SEE Learning Korea 심화 과정을 이수하고, 동화심리상담사 1급 자격을 갖춘 연구자가 초등학교 1학년 아동 26명을 대상으로 프로그램을 직접 진행하였다. 평가 단계에서는 반복측정 분산분석을 활용하여 사전, 사후, 추후 검사를 실시하여 알아차림, 정서조절능력, 감사성향 변화 여부를 정 량적으로 분석했으며, 아동의 소감문, 연구자이자 운영자의 관찰 기록 등 정성 자료도 함께 수집하여 분석하였다. 프로그램 효과 분석 결과, 아동의 알아차림, 정서조절, 감사성향 모두 에서 통계적으로 유의미한 향상이 나타났으며, 이러한 변화는 추후 검사 에서도 일정 수준 유지되는 경향이 확인되었다. 프로그램의 활동 구조의 반복성, 놀이 중심 구성이 아동의 발달에도 적절하였고, 교실 내 안정감 형성에도 긍정적인 영향을 미쳐 학급단위 교육 현장 적용 가능성을 확인 하였다. 본 프로그램 개발 과정에서 다음과 같은 제한점도 확인되었다. 첫째, 기획 단계에서 아동을 포함한 다양한 이해당사자의 요구를 충분히 반영 하지 못해 수요 기반의 대표성이 제한되었다. 둘째, 설계 단계에서는 발 달 적합성과 정규 교육과정과의 연계 측면에서 체계성과 수준 적합성 간 균형이 다소 부족했다. 셋째, 실행 단계는 소규모 참여자를 대상으로 진 행되어 프로그램 효과의 일반화에 한계가 있었다. 마지막으로, 책무성 평 가에서는 아동의 자기보고식 척도에 과도하게 의존하여 반응의 신뢰도와 타당도 확보에 어려움이 있었다. 향후 연구에서는 참여적 기획 접근, 발 달단계 맞춤 설계, 다양한 지역 기반 검증, 다각적 평가 체계 마련이 필요하다. 그럼에도 본 연구는 다음과 같은 실천적 의의를 지닌다. 첫째, 학령 초기 단계에서의 정서개입이 아동의 장기적인 인성 형성에 기여할 수 있다는 점을 보여주었다. 둘째, 자아초월과 마음챙김이라는 철학적 토 대를 SEEL과 통합하여 구조화된 프로그램을 구성함으로써, 이론과 실천 을 연결했다. 셋째, 학급단위 교실 수업과 방과 후 활동에 적용 가능한 활동 중심 설계로 현장 확산 가능성을 제시했다. 넷째, 프로그램 참여 아 동의 양적 및 질적 결과를 통해, 정서교육 개입의 지속 가능성을 탐색했 다. 마지막으로 본 프로그램은 디지털 기반 콘텐츠 개발, 교사 연수 체계 마련, 교육과정과의 연계 등 후속 발전 가능성이 있으며, 향후 정책적 확 산을 위한 실천적 자료로 활용될 수 있는 기반을 마련했다. 본 연구는 아동의 자기인식과 정서조절 역량 강화를 위한 교육적 접근 을 시도하였다는 점에서 의미가 있으며, 향후 지역 및 학교 차원의 지속 가능한 사회정서교육 실천 전략을 수립하는 데 참고 자료로 기능할 수 있다.

목차 (Table of Contents)

• Ⅰ. 서론 ·················································································································1
• 1. 연구의 필요성 및 목적 ···············································································1
• 2. 연구문제 ·······································································································10
• 3. 용어의 정의 ·································································································11
• Ⅱ. 이론적 배경 ································································································14
• 1. 초등학교 저학년 사회정서 역량 ·····························································14
• 2. 프로그램의 이론적 근거 ···········································································17
• 3. 알아차림, 정서조절능력 및 감사성향 ····················································46
• Ⅲ. 프로그램 개발 ····························································································52
• 1. 프로그램 개발 절차 모형 ·········································································52
• 2. 프로그램 개발 과정 ···················································································53
• 3. 프로그램 개요 ·····························································································74
• Ⅳ. 프로그램 효과 ·························································································95
• 1. 연구 대상 ·····································································································95
• 2. 연구 설계 ·····································································································96
• 3. 연구 도구 ·····································································································96
• 4. 연구 절차 ···································································································100
• 5. 분석 방법 ···································································································102
• Ⅴ. 연구 결과 ··································································································104
• 1. 예비분석 ·····································································································104
• 2. 집단별 사전-사후-추후 검사 차이 ······················································104
• 3. 집단 간 사전-사후-추후 검사 변화 ····················································107
• 4. 아동 활동 소감 및 연구자 관찰 내용 ·················································114
• Ⅵ. 논의 및 결론 ··························································································126
• 1. 프로그램 개발 ···························································································126
• 2. 프로그램 효과 ···························································································128
• 3. 제언 및 의의 ·····························································································134
• 참고 문헌 ········································································································142
• 부록 ··················································································································160
• ABSTRACT ··································································································188