2세 영아의 정서표현에 관한 문화기술저 탐구 = 부정적 정서표현을 중심으로

국문 초록 (Abstract)

본 연구는 일상에서 빈번하게 표출되는 영아의 부정적 정서에 대한 심층적이고 맥락적인 이해를 통해 효율적인 영아보육을 도모하는데 그 목적이 있다. 이를 위해 가정과 보육시설에서 참여관찰과 심층면담을 중심으로 영아의 부정적 정서표현을 탐색하였다. 보육시설에서 영아의 부정적 정서는 놀이감이나 놀이영역, 교사의 관심과 애정을 확보하기 위한 수단으로 사용되었으며 교사는 이때 보여지는 부정적 정서표현들을 영아의 언어적․사회적 능력과 기술의 부족으로 인식하였다. 따라서 교사는 영아의 부정적 정서를 교육과 통제의 대상으로 여기고 이를 지속적으로 언어화 시키면서 조절 및 통제에 중점을 두고 상호작용하는 경향을 나타냈다. 반면 가정에서의 부정적 정서는 매우 다양하고 자연스럽게 나타났으며 영아는 부정적 정서를 적극적인 자기표현의 수단으로 사용하였다. 또한 어머니는 영아의 부정적 정서표현을 의사소통의 한 방식으로 이해하였으며 언어적․신체적 상호작용을 통해 부정적 정서표현을 놀이의 단서로 활용하며 긍정적인 정서로 전환시키기도 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to observe and understand expression of toddler's negative emotions with teachers, peers and mother in context. This study also examined how teachers, peers and mother understand and respond to toddler's negative emotional expression. Specific questions for the study were as follows. 1. How do toddlers express their negative emotions to teachers and peers in a child-care center? 2. How do toddlers express their negative emotions to their mother in home? The study was carried out as a qualitative study with in-depth interviews, observations. Participants were a 29-months-old toddler(male) enrolled in a child-care center and two of his teachers, nine peers in his classroom and his mother. Data were collected for 9 weeks from October to December, 2005. Each observation lasted for two hours during greeting time, snack time, free play time and circle time at the child-care center. In addition, the toddler's emotional expression with mother was observed for two hours as he was eating, talking, playing etc. through the daily life in home. A total of 8 observations at the child-care center and 8 observations at home were made. The major findings of this study are as follows. 1. The teachers at the child-care center regarded the child's negative emotion as a sign of his immaturity in social, language, and communication skills. So teachers thought toddler's negative emotional expression including crying, yelling, shouting and annoying had to be educated and controlled. They tried to teach ways to suppress and control his negative emotion through the daily life in child-care center. 2. The child used negative emotional expression to secure his position among peers in a child-care center. Negative emotional expression was his means of showing himself to occupy toys, playground and teacher's affection among peers. 3. The toddler was free to express his negative emotions to mother because it was regarded as representing what he thinks and feels. Since negative emotion was accepted as natural self-expression in home, the toddler indicated plentiful negative emotion such as anger, jealousy, fear, regret, depression and he communicated and interacted to mother with various negative emotions. Also the mother thought that the child's negative emotions often appeared when he intended to be independent. 4. Toddler's negative expression was often converted to positive emotion as a result of participating in fun plays physically with his mother. The result of this research provide meaningful information for teachers of young children and parents to improve the quality of interacting and educating by considering and understanding toddler's negative emotional expression.