유아교사의 행복교육프로그램 개발 기초연구: 강점계발을 중심으로 = Development of the educational program to enhance happiness for the educators in early childhood

국문 초록 (Abstract)

본 연구의 목적은 긍정심리학의 창시자 Seligman의 행복한 사람들의 인성특성인 강점을 중심으로 한 유아교사의 행복교육프로그램 개발에 있다. 연구목적을 위해 강점을 중심으로한 행복의 이론과 실천에 관한 선행연구 고찰과 생활과 일에서 행복감이 높은 교사의 강점 유형에 관한 실천연구 분석을 통해 유아교사의 행복교육 프로그램을 개발하였다. 연구결과 행복교육프로그램의 교육목적은 유아교사들이 일상생활과 직무 활동에서 행복을 영위할 수 있는 인성특성을 계발하는데 있으며, 프로그램의 목표와 내용은 8 가지 대표 강점을 중심으로 구성하였다. 프로그램의 실행 단계는 도입(행복의 의미 및 행복교육의 의의), 활동(강점의 의미 및 강점과 약점 활용, 학구열, 감상능력, 감사, 용서능력, 성실, 신중성, 사랑, 친절의 증진방법 고안 및 활용) 정리단계로 계획되었다. 본 프로그램의 교육방법은 활동 중심의 행복에 관한 지식과 기술의 강의와 게임, 역할극, 저널쓰기, 토론, 발표 등이다. 프로그램 평가는 참여자들의 강점, 직무만족, 행복에 관한 사후검사 및 프로그램 평가서와 일지 분석을 포함하였다.

다국어 초록 (Multilingual Abstract)

The aim of this study is to promote teachers' happiness for developing of preschool teachers' character strengths. The program put the goal on heightening teachers' happiness and job satisfaction by improving the abilities to lead happiness in daily lives and working activities. The stages of the program were composed of introduction, activity, and arrangement. The introduction stage was composed of the program orientation, the meaning of happiness, the explanation about the meaning of happiness education, happiness, job satisfaction, and the enforcement of pretest on the character strengths. The activity stage was composed of the following.: the meaning of character strengths and the use of strong and weak points in the second period, devising and using the methods to promote love of learning in the third period, devising and using the methods to promote the ability to appreciate in the fourth period, devising and using the methods to promote the mind of gratitude in the fifth period, devising and using the methods to promote the abilities to forgive in the sixth period, devising and using the methods to promote authenticity and prudence in the seventh period, devising and using the methods to promote the loving mind in the eighth period, and devising and using the methods to promote kindness in the ninth period. The arrangement stage included the evaluation of the skills they learned and applied on daily lives. The teaching methods in the program were lectures and games, role plays, writing journals, discussions, presentations, and so on focusing on activities. The program planed to make the post test and write the evaluation paper about the character strengths of the participants, job satisfaction and happiness with the analysis of the contents on daily journals.

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