바깥놀이 활동을 통한 배려교육이 유아의 행복감, 또래 유능성, 타인 정서 인식에 미치는 영향 = The effect of caring education through outdoor playing activities on young children's happiness, the peer competence, and recognition of emotions in others

다국어 초록 (Multilingual Abstract)

The idea of this study is to explore the effect of Caring education through Outdoor playing activities on young children's happiness, the Peer Competence, and Recognition of emotions in others.

To do this, some inquiries are posed as followings :

1. What is effect of caring education through outdoor playing activities on the young children's happiness under 4 like?

2. What's the effect of caring education through outdoor playing activities on the young the Peer Competence of emotions in others of children under 4 like?

3. What's the effect of effect of caring education through outdoor playing activities on the children under 4 have?


The subjects for this study were 37 children under 4, in both child care facility M and H. Among them, 19 from facility M as an experimental group, and 18 from facility H as a comparative group were organized. The experimental group went caring education through outdoor playing activities, while the comparative group experienced the simple outdoor playing activities in NURI curriculum.

The procedures of this study were in the sequence of the experimental treatments for 10 weeks, and then the subsequent analysis. The experimental treatments were conducted in 19 times from July 2nd, 2014 to September 3rd.

'The standard of children's happiness' developed by Lee Eunju, 2010 was made use of as a measuring instrument of children's happiness, and 'The standard of peer competence for preschool children' by Park, Juhee and Lee, Eunhae, 2010 was applied to investigate peer competence. 'The standard of measuring recognition of emotions in others was used, based on the emotion awareness clarity questionnaire, modified and adapted by Ha,Sukja, 2001 on the basis of the inquiries into the recognition of emotions created by Wintre & Vallance, 1994 in order to study recognition of emotions in others.

The tests were conducted before and after the experiment, and the results were evaluated by SPSS 21.0. For the basic data output, frequency and percentage, average and descriptive statistics of standard deviation were used.

The findings from this study are followings :

First, the young children's happiness of the experimental group assigned caring education through outdoor playing activities was much more enhanced than that of the group allocated to the simple outdoor playing activities in NURI curriculum.

Second, the peer competence of children in the experimental group assigned caring education through outdoor playing activities was much more improved than that of the comparative group allocated to the simple outdoor playing activities in NURI curriculum.

Third, the recognition of emotions in others of the children from the experimental group assigned caring education through outdoor playing activities was much more improved than that of the comparative group allocated to the simple outdoor playing activities in NURI curriculum.

The study concluded that caring education through outdoor playing activities had positive effects on young children's happiness, peer competence, and recognition of emotions in others. Thus, those activities involving caring education could be applied to improve the young children's happiness, peer competence, and recognition of emotions in others while conducting outdoor activities.

국문 초록 (Abstract)

본 연구는 바깥놀이 활동을 통한 배려교육이 유아의 행복감, 또래 유능성, 타인 정서 인식에 미치는 영향에 대해 알아보고자 하였다.

이를 알아보기 위한 연구문제는 다음과 같다.

1. 바깥놀이 활동을 통한 배려교육이 만 4세 유아의 행복감에 미치는 영향은 어떠한가?

2. 바깥놀이 활동을 통한 배려교육이 만 4세 유아의 또래 유능성에 미치는 영향은 어떠한가?

3. 바깥놀이 활동을 통한 배려교육이 만 4세 유아의 타인 정서 인식에 미치는 영향은 어떠한가?

본 연구의 연구대상은 강원도 원주시 소재의 M 어린이집과 H 어린이집에 재원중인 만 4세 유아 37명을 대상으로 수행하였으며, M 어린이집 유아 19명을 실험집단으로, H 어린이집 유아 18명을 비교집단으로 구성하였다. 실험집단은 바깥놀이 활동을 통한 배려교육을 실시하였고, 비교집단은 기본적인 누리과정 바깥놀이 활동을 실시하였다.
연구 절차는 사전검사, 10주 동안의 실험처치, 사후 검사 순으로 이루어졌으며 실험처치는 2014년 7월 2일부터 2014년 9월 3일까지 19회에 걸쳐 실시하였다.
본 연구에서 사용한 유아의 행복감에 대한 검사 도구는 이은주(2010)가 개발한 유아행복척도를 사용하였고, 또래 유능성에 대한 검사 도구는 박주희와 이은해(2010)가 제작한 취학 전 유아용 또래 유능성 척도를 사용하였다. 또한 타인 정서 인식에 대한 검사를 하기 위해 Wintre와 Vallance(1994)가 제작한 정서인식 검사지를 기초로 하숙자(2001)가 수정, 번안하여 제작한 정서인식 질문지를 사용하였다.
실험전후에는 사전·사후 검사를 실시하였고 측정 결과는 SPSS 21.0 프로그램을 이용하여 처리하였으며 기본적인 자료의 산출에는 빈도와 백분율, 평균과 표준편차의 기술통계를 이용하여 산출하였다.

본 연구를 통해 얻은 결과를 요약하면 다음과 같다.

첫째, 바깥놀이 활동을 통한 배려교육을 실시한 실험집단 유아의 행복감이 기본적인 누리과정 바깥놀이 활동을 실시한 비교집단에 비해 유의미하게 향상되었다.
둘째, 바깥놀이 활동을 통한 배려교육을 실시한 실험집단 유아의 또래 유능성이 기본적인 누리과정 바깥놀이 활동을 실시한 비교집단에 비해 유의미하게 향상되었다.
셋째, 바깥놀이 활동을 통한 배려교육을 실시한 실험집단 유아의 타인 정서 인식이 기본적인 누리과정 바깥놀이 활동을 실시한 비교집단에 비해 유의미하게 향상되었다.
본 연구의 결과로 바깥놀이 활동을 통한 배려교육은 유아의 행복감과 또래 유능성, 타인 정서 인식에 긍정적인 영향을 미치는 것으로 나타났다. 그러므로 바깥놀이 활동을 통한 배려교육은 유아의 행복감, 또래 유능성, 타인 정서 인식을 향상시키려고 할 때 교육현장에 효과적으로 적용 될 수 있을 것으로 생각된다.

목차 (Table of Contents)

• Ⅰ. 서론 ························································································· 1
• 1. 연구의 필요성과 목적 ··································································· 1
• 2. 연구문제 ··················································································· 5
• 3. 용어의 정리 ··············································································· 6
• Ⅱ. 이론적 배경 ················································································ 8
• 1. 배려교육 ··················································································· 8
• 가. 유아기의 배려교육 ··································································· 8
• 나. 바깥놀이와 배려교육의 관계························································· 14
• 2. 행복감 ··················································································· 16
• 3. 또래 유능성 ············································································· 18
• 4. 타인정서인식 ············································································ 20
• Ⅲ. 연구방법 ··················································································· 23
• 1. 연구 대상 ················································································ 23
• 2. 연구 도구 ················································································ 23
• 가. 유아 행복감 검사 도구 ······························································ 23
• 나. 또래 유능성 척도 ···································································· 24
• 다. 타인 정서 인식 측정 척도 ·························································· 25
• 3. 연구 절차 ··················································································· 27
• 가. 바깥놀이를 통한 배려교육의 구성 ·················································· 27
• 나. 예비연구 ················································································ 27
• 다. 사전검사 ················································································ 27
• 라. 실험 처치 ··············································································· 27
• 마. 사후검사 ················································································ 36
• 4. 자료처리 ···················································································· 36
• Ⅳ. 연구 결과 ················································································· 37
• 1. 바깥놀이 활동을 통한 배려교육이 유아의 행복감에 미치는 영향 ··············· 37
• 2. 바깥놀이 활동을 통한 배려교육이 또래 유능성에 미치는 영향 ·················· 46
• 3. 바깥놀이 활동을 통한 배려교육이 타인정서 인식에 미치는 영향 ··············· 53
• Ⅴ. 논의 및 결론 ············································································· 54
• 1. 논의 및 결론 ············································································ 54
• 2. 제언 ······················································································· 57
• 참고문헌 ······················································································· 58
• ABSTRACT ·················································································· 64
• 부록 ···························································································· 66