소집단 협동미술활동이 유아의 정서지능 발달에 미치는 효과

Abstract

본 연구는 소집단 협동미술활동이 유아의 정서지능을 향상시키는데 효과가 있는지 살펴보고자, 함께 완성하기와 자료 나누기 등 소집단 협동미술활동을 경험한 유아들과 개별 미술활동을 한 유아들간에 정서지능 향상에 차이가 있는지 알아 보았다. 그 결과 본 연구에서 실시한 소집단 협동미술활동은 유아의 정서지능을 증진시키는 데 효과적이었다. 따라서 유아기에는 유아간에 효과적인 상호작용이 이루어지도록 두 명 이상의 소집단을 구성하여 협동하며 학습할 수 있는 미술활동이 필요하며, 이러한 소집단 협동미술활동을 통해 유아기 때부터 정서지능이 신장될 수 있는 학습이 되어야 한다.

The purpose of this study was to examine the effect of Small-Group Cooperative Art Activity on emotional intelligence. The effectiveness of the Small-Group Cooperative Art Activity was evaluated by the emotional intelligence checklist in the Kindergarten. Participants were forty Kindergartners randomly divided into two groups: experimental group and controlled group. In the experimental group, Small-Group Cooperative Art Program were carried out twice in a week for 12 consecutive weeks. In the controlled group, the regular art activities of Kindergarten program were carried out. The emotional intelligence of the participating children were measured before and after the experiment. The data were analyzed by paired t-test and independent t-test. Major findings were as follows: First, the program affected children’s emotional recognition and expression, emotional regulation and motivation in self. Second, Small-Group Cooperative Art Program affected children’s emotional recognition and empathy in others, relationship and social skill significantly. This result showed that Small-Group Cooperative Art Activitiy contributed to children’s emotional intelligence and development.

본 연구는 소집단 협동미술활동이 유아의 정서지능을 향상시키는데 효과가 있는지 살펴보고자, 함께 완성하기와 자료 나누기 등 소집단 협동미술활동을 경험한 유아들과 개별 미술활동을 한 유아들간에 정서지능 향상에 차이가 있는지 알아 보았다. 그 결과 본 연구에서 실시한 소집단 협동미술활동은 유아의 정서지능을 증진시키는 데 효과적이었다. 따라서 유아기에는 유아간에 효과적인 상호작용이 이루어지도록 두 명 이상의 소집단을 구성하여 협동하며 학습할 수 있는 미술활동이 필요하며, 이러한 소집단 협동미술활동을 통해 유아기 때부터 정서지능이 신장될 수 있는 학습이 되어야 한다.

The purpose of this study was to examine the effect of Small-Group Cooperative Art Activity on emotional intelligence. The effectiveness of the Small-Group Cooperative Art Activity was evaluated by the emotional intelligence checklist in the Kindergarten. Participants were forty Kindergartners randomly divided into two groups: experimental group and controlled group. In the experimental group, Small-Group Cooperative Art Program were carried out twice in a week for 12 consecutive weeks. In the controlled group, the regular art activities of Kindergarten program were carried out. The emotional intelligence of the participating children were measured before and after the experiment. The data were analyzed by paired t-test and independent t-test. Major findings were as follows: First, the program affected children’s emotional recognition and expression, emotional regulation and motivation in self. Second, Small-Group Cooperative Art Program affected children’s emotional recognition and empathy in others, relationship and social skill significantly. This result showed that Small-Group Cooperative Art Activitiy contributed to children’s emotional intelligence and development.