그림동화 관련 표현활동이 유아의 정서지능에 미치는 영향 = The Effect of Representation Activities Related to Pictorial Stories on Emotional Intelligence of Early Children

다국어 초록 (Multilingual Abstract)

Early children develop and improve emotion through the communication with all surroundings around them. Emotional development and a sense of stability of early children might be the basis of all life and intellectual intelligence. This emotion of early children has a lot of characteristics and may not appear easily. Therefore, the role is important that helps them express their emotion and understand it.
The purpose of this study is to investigate the effect on emotional intelligence development through related various representation activities after listening to pictorial stories that include emotional factor among pictorial story books that early children can contact easily with and the object of this study was established as follows:
Object: What's the effect of representation activities related to pictorial stories emotional intelligence of early children?
Hypothesis 1: Emotional cognition and representation ability of the early children who experienced representation activities related to pictorial stories will be increased.
Hypothesis 2: Self-control ability of the early children who experienced representation activities related to pictorial stories will be increased.
Hypothesis 3: Cognition ability toward others of the early children who experienced representation activities related to pictorial stories will be increased.
Hypothesis 4: Personal relationship ability of the early children who experienced representation activities related to pictorial stories will be increased.
The subjects of this study were 60 children who go to J preschool in Pohang and divided into two groups, each of 30, experimental group and control group, and representation activities related to pictorial stories were only executed to the experimental group and 'emotional intelligence checklist' by Salovey and Mayer was used as a method of measurement of the children's emotional intelligence, revised and supplemented by Lee Byeong-rae(1997).
This emotional intelligence checklist for early children is supposed to be recorded by teachers, observing early children and composed of 31 problems of 5 point standard. Each problem is made 1 to 5 point standard, distributed from the lowest 31 to the highest 155 points.
Total process of this study was practiced from June 20 to Oct. 28, 2005 in the order of preliminary test, pre-test of 2 weeks, experimental management of 10 2weeks and post-test of 1 week.
The experiment was lasted Aug. 22 to Oct. 28, 2005 and was practiced 24 times of period for 10 weeks and various activities was executed twice according to pictorial stories such as discussing contents and topic of pictorial stories, performing a play, melody activities, formative activities, playing game, field trip, physical activities and writing poems after reading 1 or 2 story books that contain emotional intelligence factor. The children of experimental group participated in the experiment doing activities related with the contents of each pictorial story for 30-40 minutes during daily work. On the other hand, the children of control group didn't participated in those activities.
For the verification of the effect of representation activities related to pictorial stories on emotional intelligence of early children, hypothesis was verified by ANCOVA for investigation of the difference of post-test points between two groups, with post-test points as covariant.
The conclusions centered on the results of this study are as follows:
First, representation activities related to pictorial stories have a positive effect on emotional cognition and representation ability of the early children
Second, representation activities related to pictorial stories have a positive effect on self-control ability of the early children.
Third, representation activities related to pictorial stories have a positive effect on cognition ability toward others of the early children.
Fourth, representation activities related to pictorial stories have a positive effect on personal relationship ability of the early children.
Therefore, representation activities related to pictorial stories is an effective program on the improvement of emotional intelligence of early children. Of course, it can't be asserted that the positive effect is thanks to the program itself. Not only attitude and ability of the teachers who manage the program but also emotional questions and the process of representation in a formal or informal way during daily work can have an effect on the emotional intelligence of early children.
Early children other than adults who can understand the contents have a limit of understanding emotion only with story telling by teachers. So not just staying story telling, children can grow up into all-round human beings with plentiful emotion by feeling others' emotion and experiencing representation activities in various ways. And also, it can help developing social ability by making and keeping harmonious human relationship due to the development of the ability of reading others' mind and sympathizing with them.
Furthermore, representation activities related to pictorial stories can help making early children grow up into all-round human beings by harmonizing with intelligent and well-balanced development of early children.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 그림동화 = 6
• 1) 그림동화의 개념 = 6
• 2) 그림동화의 교육적 가치 = 8
• 2. 정서지능 = 13
• 1) 정서지능의 개념 = 13
• 2) 정서지능의 구성요소 = 14
• 3. 그림동화가 유아의 정서 발달에 미치는 영향 = 17
• 4. 유아 정서지능 발달을 위한 활동 내용 = 17
• 5. 선행 연구 = 21
• Ⅲ. 연구방법 = 22
• 1. 연구대상 = 22
• 2. 검사도구 = 22
• 1) 그림동화 = 23
• 2) 그림동화 관련 표현활동 = 24
• 3) 유아용 정서지능 평가도구 = 25
• 3. 연구절차 = 26
• 4. 자료처리 = 33
• Ⅳ. 결과 및 해석 = 35
• 1. 그림동화 관련 표현활동이 유아의 정서인식 및 표현력에
• 미치는 효과 = 35
• 2. 그림동화 관련 표현활동이 유아의 자기정서조절력에 미치는 효과 = 37
• 3. 그림동화 관련 표현활동이 유아의 타인인식능력에 미치는 효과 = 39
• 4. 그림동화 관련 표현활동이 유아의 대인관계능력에 미치는 효과 = 41
• Ⅴ. 논 의 = 44
• Ⅵ. 요약 및 결론 = 47
• 1. 요약 = 47
• 2. 결론 = 49
• 참고문헌 = 51
• 영문초록 = 55
• 부 록 = 58
• 부록 1. 유아용 정서지능 검사지 = 59
• 부록 2. 그림동화 관련 프로그램 = 62