뇌교육 인성프로그램이 유아의 정서조절에 미치는 영향

국문 초록 (Abstract)

본 연구의 목적은 뇌교육 인성프로그램이 유아의 정서조절에 미치는 영향을 알아보는 것이다. 이러한 목적을 달성하기 위하여 사회 ․ 문화 ․ 교육환경이 비슷한 중소도시의 단설유치원 두 곳을 선정, 실험 집단(만 5세 유아 30명)과 통제 집단(만 5세 유아 30명)으로 구분하여 유아 정서조절에 관한 사전 검사를 실시하였다. 실험집단에는 12주에 걸쳐 24회기 동안 정규 교육과정과 병행하여 뇌교육 인성프로그램을 처치하였으며, 통제집단은 정규 교육과정만 실시한 후 사후 검사를 실시하였다.
정서조절이 잘 발달된 사람은 다른 사람과 구별되는 자신만의 개별성, 독특성을 갖게 되어 자기 자신을 다른 사람과 분리된 자기 일관성을 확립하게 된다고 보고 있는데, 이러한 필요성에 따라 뇌 발달의 결정적 시기인 유아기에 초점을 두고, 최근 대두되고 있는 뇌교육 인성프로그램이 유아의 정서조절 능력에 미치는 영향을 경험적으로입증하여 유치원 교육 현장에 효율적으로 활용해 보고자 본 연구를 추진하였다.유치원 교육현장 적용 프로그램으로서의 가능성을 알아보기 위하여 유치원 교육과정과관련하여 유아의 발달 수준에 적합한 뇌교육 인성프로그램을 선정한 후 하루 일과 운영시 통합교육 방법으로 실행하였다.측정도구는 곽윤정 교수가 개발하여 활용되고 있는 ‘유아용 정서조절 검사 도구’(30문항)와 ‘유아용 정서지능 검사도구’(21문항)인 두 가지의 측정도구를 사용하였다

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론·············································································································1
• 1. 연구의 필요성과 목적········································································1
• 2. 연구의 문제··························································································3
• Ⅱ. 이론적 배경·································································································4
• 1. 정서 조절의 의미················································································4
• 가. 정서조절의 개념···········································································4
• 나. 유아의 정서조절···········································································4
• 2. 정서 지능 ······························································································6
• 가. 정서지능의 개념···········································································6
• 나. 정서지능의 구성요소···································································7
• 다. 정서지능에서 정서조절의 의미·················································7
• 3. 유아의 뇌발달적 특징········································································8
• 가. 정서 관련 뇌 구조·······································································8
• 나. 정서관련 뇌 발달·······································································10
• 4. 뇌교육과 뇌교육 인성프로그램 분석············································11
• 가. 뇌교육의 의미·············································································11
• 나. 뇌교육인성 프로그램·································································12
• 5. 현 유치원 교육과정 분석································································13
• 가. 유치원 교육과정이 추구하는 인간상·····································13
• 나. 영역별 성격 및 중점 내용·······················································13
• 다. 현 유치원 교육과정의 한계·····················································16
• 6. 유아기 사회․정서적 발달 특징과 교육과제··································17
• 가. 연령별 사회․정서적 발달 특징················································17
• 나. 현 유치원교육과정에서의 사회 ․ 정서적 발달····················18
• 7. 선행연구 고찰····················································································20
• Ⅲ. 연구 방법 및 절차···················································································22
• 1. 연구 대상 ····························································································22
• 2. 연구 절차 및 설계············································································22
• 3. 연구 측정 도구··················································································23
• 4. 실험 내용 ····························································································24
• 5. 실험 실시 ····························································································28
• Ⅳ. 연구 결과 및 해석···················································································29
• 1. 실험도구 처리····················································································29
• 2. 프로그램 처치 전 집단별 비교 검증············································29
• 3. 프로그램 처치 후 집단별 비교 검증············································31
• Ⅴ. 논의 및 결론·····························································································36
• 1. 요 약 ····································································································36
• 2. 논 의 ····································································································37
• 3. 결론 및 제언······················································································38
• ＊ 참 고 문 헌·································································································40
• ＊ 부 록 1·········································································································42
• ＊ 부 록 2·········································································································50
• ＊ 부 록 3·········································································································53
• ＊ ABSTRACT·······································································································77