본 연구는 자기존중감 기르기 교육활동 경험이 유아의 유치원 적응에 어떠한 영향을 미치는지를 밝히고자하는데 목적이 있다. 만 5세 유아 38명을 실험집단(19명)과 통제집단(19명)으로 하여 13주 동안 유아 1인당 주 2~3회, 총 31회의 실험처치가 이루어졌다. 실험집단 유아들에게는 자기존중감 기르기 교육활동을 실시하였고, 통제집단은 생활주제에 따른 유치원 일과운영에 맞추어 활동하였다. 그 결과, 자기존중감 기르기 교육활동 경험이 유아의 유치원 적응과 하위요소 중 친사회적 행동, 유치원 환경에서의 긍정적 정서, 유치원 생활에서의 적응에 긍정적인 영향을 미치는 것으로 나타났다.
This study was to investigate how experiencing activities to foster self-esteem affects young children s Preschool Adjustment. For the purpose, following research questions were how does experiencing activities to foster self-esteem affect young children s preschool adjustment? Participants for this study were 38 five-year-old children in Cheonan, Chungnam. One class of nineteen children(seven boys and twelve girls) was the experimental group and the other class of nineteen children(nine boys and ten girls) was the control group. A questionnaire was used to collect data. The questionnaire was ‘Preschool Adjustment Questionnaire(PAQ)’ translated/revised by Kim (2003). The researcher constructed the activities to foster self-esteem which consisted of 18activities appropriate for syoung children s Preschool Adjustment in reference to the Program Fostering Young Children s Self-esteem (Nokuwon and Nokurang Clinic, 2006), the Self-Growth Group Counseing Program (Oh, 2000), and the Project Spectrum (Krechevsky, 1998). Results of this study were as follows: First, there was significant group difference of young children s Preschool Adjustment by experiencing activities to foster self-esteem between the experimental and control groups, p < .05. Specifically, among those sub-categories of young children’s Preschool Adjustment, significant group difference of prosocial behavior by experiencing activities to foster self-esteem between the experimental and control groups(p < .01).
요약 Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 결과 및 해석 Ⅳ. 논의 및 결론 참고문헌 ABSTRACT
