유아의 대인문제해결력과 조망수용능력증진을 위한 NLP코칭 동화프로그램 개발 및 효과 = The NLP Coaching Fairy Tale Program for the enhancement of Problem-Solving Skills and Prospective Taking of preschooler

다국어 초록 (Multilingual Abstract)

The purpose of this study was to verify its effect of NLP coaching fairy tale program on enhancing problem-solving skills and prospective taking of preschooler. The following study questions have been established for such study purposes.
Firstly, does the NLP coaching fairy tale program enhance anthropological problem-solving skills of preschooler?
Secondly, does the NLP coaching fairy tale program improve prospective taking of preschooler?
The subject of this study has been composed of an experiment group and control group of 22 four-year old students in one class at the D childcare facilities in Y-gu of Seoul, with 11 of the students categorized into the experiment group that executes a fairy tale program that applies NLP coaching, and the remaining 11 students in the control group.
Fairy tales have firstly been selected to be used in the composition of the program for the NLP coaching fairy tale program. Eight children's fairy tales reviewed by the Young Leadership Center have been selected, based on fairy tales that have not been previously approached by preschooler, which can promote the prospective takingand problem-solving process of preschooler, as they have been judged to be suitable for the communication method of NLP coaching (Jang, H. J., 2006). The program is composed of activities of telling the children a fairy tale with a time to share relevant questions of NLP coaching skills, and of special activities for each session.
This study has composed testing from March 7 to March 11, 2011, with the subject of 11 children in the control group and 11 children in the experimental group, prior to the experiment, in order to examine the effects on anthropological problem-solving skills and prospective takingof preschooler. The main program has been executed for eight weeks from March 14 to May 6, two to three days per week and fifty minutes on each day. The analysis of the results have been executed from May 19 to May 20, following the conclusion of the experiment.
The testing tools of this study included the anthropological problem-solving and thinking test produced with reference to Chan-Ok Park's ICPS (interpersonal cognitive problem solving) of Spivack et al. (1979), after categorizing the anthropological problem-solving skill scores of preschooler according to the PIPS response category, and the prospective takingtest has applied the prospective accommodation tools of Hudson, Forman, and Brion (1982) as edited and supplemented by Hyun-Ok Shin (1995), with the consent of two specialists.
The data collected in this study has been analyzed using SPSS 12.0, and the process of progress is as follows.
Firstly, a frequency analysis has been conducted on technical statistics, in order to examine the standard background of the subjects of study.
Secondly, pre-experimental tests and post-experimental tests of the control group and experiment group have been analyzed through an independent sample t-test, in order to examine whether the fairy tale program that applies NLP coaching enhances the anthropological problem-solving skills of preschooler.
Thirdly, pre-experimental tests and post-experimental tests of the control group and experiment group have been analyzed through an independent sample t-test, in order to examine whether the fairy tale program that applies NLP coaching enhances the prospective taking of preschooler.
The average differencebefore and after the application of the NLP coaching fairy tale program has been analyzed using the independent sample t-test, in order to verify the consubstantiality of anthropological problem-solving skills in preschooler in the experiment and control groups.
After applying the NLP coaching fairy tale program only on the experiment group, the independent sample t-test has been conducted in order to prove its effects by analyzing the differences in the anthropological problem-solving skills of preschooler in the experiment and control groups.
The results of this study are as follows.
Firstly, the NLP coaching fairy tale program showed effect in enhancing the anthropological problem-solving skills of preschooler.
Secondly, the NLP coaching fairy tale program showed effect in enhancing the prospective taking of preschooler.
Such results are judged to be suitable as the basic data for studies on educational programs that use NLP coaching by child educational organizations and teachers, as they show that the NLP coaching fairy tale program to promote the enhancement of anthropological problem-solving skills and prospective taking of preschooler.

목차 (Table of Contents)

• 표목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 유아의 대인문제해결력 6
• 2. 유아의 조망수용능력 7
• 3. NLP코칭 동화프로그램 10
• 4. NLP코칭과 유아코칭에 관한 연구 12
• Ⅲ. 연구방법 16
• 1. NLP코칭 동화프로그램 개발 과정 16
• 1) 프로그램 내용 구성 18
• 2) NLP코칭 동화프로그램 구성 21
• 2. NLP코칭 동화프로그램 실시 및 효과검증 28
• 1) 연구대상 28
• 2) 실험설계 및 측정도구 30
• 3) 연구절차 및 분석방법 32
• Ⅳ. 결과및 해석 33
• 1. NLP코칭 동화프로그램의 유아의 대인문제해결력 효과 33
• 2. NLP코칭 동화프로그램의 유아의 조망수용능력 증진 효과 35
• Ⅴ. 논의 및 결론 38
• 1. 요약 및 논의 38
• 2. 연구의 제한점 및 제언 45
• 참고문헌 47
• 부록 52
• ABSTRACT 83