유아의 조망수용능력과 리더십에 따른 정서지능

다국어 초록 (Multilingual Abstract)

This study aimed to find out the young children's emotional intelligence depending on their perspective-taking ability and leadership. For that purpose, this study selected 3 kindergartens and one children-care center located in Chungcheong-province, and conducted a survey targeting over 5-years-old 104 young children, their mothers and homeroom teachers. The collected data were analyzed through the t-test and t-way ANOVA with using the SPSS12.0.
The results of this study are as follows.
First, childrens showed differences perspective-taking ability, leadership and emotional intelligences according to their age. Children at age 6 showed higher the intention perspective-taking ability, the emotional perspective-taking ability, the initiative, and the other's emotion control ability than children at age 5. That is as the children get older, their perspective-taking ability, leadership, and emotional intelligences are more improved.
Second, it was found that highly initiative young children showed high-level abilities in the self-emotion recognition, the self-emotion control, the other's emotion recognition, and the other's emotional control. The highly sociable young children showed high-level in the other's emotion recognition and the other's emotion control. The young children with higher sensitivity showed high-level abilities in the self-emotion control and the other's emotion control.
Third, the result showed that the young children with high thinking-perspective-taking ability showed high-level ability in other's emotion control. The young children with high emotion perspective-taking ability showed high-level abilities in the self emotion recognition and the other's emotion control.
Fourth, the intention perspective-taking ability and the initiative showed some significant interaction effect on the self-emotion recognition and other′s emotion recognition. The emotion perspective-taking ability and the initiative also had some interactions.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 유아의 정서지능 6
• 2. 유아의 조망수용능력과 정서지능 8
• 3. 유아의 리더십과 정서지능 12
• Ⅲ. 연구방법 17
• 1. 연구대상 17
• 2. 측정도구 18
• 3. 연구절차 27
• 4. 자료분석 27
• Ⅳ. 결과 및 해석 28
• 1. 유아의 성과 연령에 따른 조망수용능력, 리더십, 정서지능의 차이 28
• 2. 유아의 조망수용능력과 리더십 수준에 따른 정서지능의 차이 30
• Ⅴ. 논의 및 결론 48
• 1. 요약 및 논의 48
• 2. 결론 및 제언 51
• 참고문헌 53
• Abstract 60
• 질 문 지 62