유아의 정서지능 향상을 위한 통합적 미술 감상활동의 효과

국문 초록 (Abstract)

본 연구는 통합적 미술 감상활동이 정서지능이 낮은 유아에게 정서지능 향상에 효과가 있는지 알아보기 위해 실시되었다. 연구대상은 경기도 일산구에 소재한 P 유치원의 4, 5세 유아 46명이다. 이 유아들은 전체 유아 107명 중 정서지능이 낮게 평정된 유아로서 실험집단과 통제집단으로 각각 23명씩 무선 배정되었다. 실험집단에게만 통합적 미술 감상활동을 소집단으로 주 2회씩 약 8주 동안 총 15회 실시하였으며, 통제집단은 받지 않았다. 통합적 미술 감상활동은 연구자가 문헌 고찰과 현장관찰 및 조사를 통해 고안한 활동으로서 1단계 구성원과 친근감 형성하기, 2단계 미술작품 소개하기, 3단계 미술작품 감상하기, 4단계 연계된 통합적 교육활동하기, 5단계 유아 작품 소개 및 평가하기 등으로 구성되어있다. 연구도구는 이병래(1997b)가 고안한 것을 권미혜(2006)가 일부 재수정한 ‘교사용 유아 정서지능 검사지’를 사용하였으며, 변인측정은 통합적 미술 감상활동의 실시 전과 직후, 활동이 끝난 15주 후 등 세 차례 이루어졌다. 수집된 자료는 연구대상에 대한 빈도와 백분율을 산출한 후, 각 변인측정 시기별로 평균과 표준편차를 산출하고, t검증과 공변량분석(ANCOVA)을 실시하여 분석하였다.본 연구의 결과를 요약하면 통합적 미술 감상활동은 만 4, 5세 정서지능이 낮은 유아의 정서지능 향상에 긍정적 효과를 나타내었다. 즉 유아의 자기 인식 능력, 자기 조절 능력, 타인 인식 능력, 타인 조절 능력이 모두 향상되었다. 또한 통합적 미술 감상활동의 효과는 실험 15주 후에도 지속되었다. 따라서 본 연구에서 실시한 통합적 미술 감상 활동은 정서지능이 낮은 만 4, 5세 유아의 정서지능 향상에 효과적이었다.

다국어 초록 (Multilingual Abstract)

This research was implemented to find out if integral art appreciation activities are effective in enhancing emotional intellects of the young children with low emotional intellects. The study subjects were 46 children at the ages of full 4 years or 5 years attending P kindergarten located in Ilsan-gu, Gyeonggi-do and these children were the children who were evaluated as having low emotional intellects among 107 entire children and 23 each of them were randomly allocated to a test group and a control group. The integral art appreciation activities were designed by the researcher through literature examinations, site observations and surveys and the activities were executed 15 times in total by only the test group in small groups 2 times a week for around 8 weeks and the control group did not participate at all in the activities executed by the test group. These integral art appreciation activities consist of the first stage where the children form affinity with other members, the second stage where artworks are introduced, the third stage where the children appreciate the art works, the fourth stage where the children participate in linked integral educational activities and the fifth stage where the children' works are introduced and evaluated. As for the research tool, the 'the paper to test children' emotional intellects for teachers' designed by Lee, Byeong-Lae(1997) and partially revised by Kwon, Mi-Hye(2006) was used the measurements of variables were made 3 times, before the executions of the integral art appreciation activities, right after the activities and 15 weeks after the activities. The data collected were analyzed by calculating frequencies and percentages of each of the variables extracted from the study subjects followed by calculations of averages and standard deviations of the numbers of questions by the times of measurement of the variables and then by executing t-tests and analyses of covariance(ANCOVA) of the research questions.The result of this research is summarized by research questions as follows. the integral art appreciation activities demonstrated positive effects on the improvements of the emotional intellects of the children with low emotional intellects at the ages of 4 years. That is, all of children' self-perception abilities, self-controlling abilities, abilities to perceive others and abilities to control others were enhanced. Also, the effects of the integral art appreciation activities were indicated to have been maintained up to 15 weeks after the experiment. In conclusion, the integral art appreciation activities executed in this research were effective in enhancing the emotional intellects of the children with low emotional intellects at the ages of full 4 years and full 5 years.