발레교육이 유아의 정서지능 및 신체적 자아개념에 미치는 효과

다국어 초록 (Multilingual Abstract)

This study was to find out the effects of ballet education on the emotional intelligence and physical self-concept since ballet education could be helpful to build up children's emotional development and positive self-concept.
Subjects were selected between 5 year-old and 7 year-old children from preschools and local community centers located in S and K cities. A total of 150 children participated in the study, among them each 50 children were randomly assigned to one of the three groups; non-participation group, under 1 year participation, and over 2 year participation group.
The questionnaire was used for Emotional intelligence based on the numbering realignment by Kim, Ji Hyun (2000) and for physical self-concept by Park, Sung Sun(2004).
The results are as follows;
Firstly, children who participated in ballet lesson showed positive effects in subcategories in all emotional intelligence (self-recognition, self-control, another person's recognition, personal relationship) rather than non-participation group and the emotional intelligence got improved with longer learning period.
Secondly, children who participated in ballet lesson showed favorable response in subcategories in physical self-concept (sports competency, health, physical strength) rather than non-participation group and the physical self-concept showed good effect with longer learning period.
As shown above, ballet lesson could influence children who were in the prime of physical, emotional and social development period on good emotional and physical confidence as well as on good sociability with the control of private feeling and impulse, consideration of other's feelings and keeping patience with emotional control. Therefore, ballet lesson could give children a good opportunity for the physical growth as well the satisfaction of sense of beauty, self-expression, fulfillment and achievement.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 연구 가설 4
• 4. 연구의 제한점 5
• 5. 용어의 정의 5
• Ⅱ. 이론적 배경 8
• 1. 유아의 발달 특성 8
• 1) 유아의 신체 발달 및 운동기능의 발달 8
• 2) 유아의 인지적, 정서적, 사회적 발달 12
• 2. 정서지능 15
• 1) 정서지능의 의의 15
• 2) 무용과 정서 18
• 3. 자아개념 20
• 1) 자아개념의 정의 20
• 2) 유아의 자아개념 21
• 4. 유아발레교육 23
• 1) 무용교육의 가치 및 중요성23
• 2) 발레교육의 필요성 및 가치 26
• 3) 발레교육이 유아에게 미치는 영향 27
• 4) R‧A‧D(Royal Academy Dancing)유아발레프로그램 29
• 5. 선행연구 32
• Ⅲ. 연구 방법 34
• 1. 연구대상 34
• 2. 조사도구 34
• 1) 설문지의 구성 34
• 2) 설문지의 신뢰도 36
• 3) 사전조사 37
• 3. 조사절차 37
• 4. 자료처리 38
• Ⅳ. 연구 결과 39
• 1. 참여 정도에 따른 정서지능 39
• 2. 참여 정도에 따른 신체적 자아개념 41
• Ⅴ. 논의 43
• Ⅵ. 결론 및 제언 47
• 1. 결론 47
• 2. 제언 48
• 참고문헌 49
• 부 록 53