인간이 건강한 인격체로 성장하기 위해서는 안정적이고 긍정적인 자아개념을 형성하는 것이 중요하다. 특히 통합교육과정에서 장애유아는 일반 유아에 비해 사회적 적응 능력의 부족, 정서적 불안정, 의사소통의 장애와 감각 운동기능 부족 등으로 부정적인 자아개념을 가지고 있어 이들에 대해 자신이 특별한 존재임을 인식시키고, 자기를 사랑하는 마음을 싹틔워 긍정적인 자아개념을 가지게 하는 것은 중요하다. 또한 일반유아에게도 사람들마다 갖는 개인적 차이를 수용하고 이해하며 사회 적응력과 포용력을 길러 긍정적인 자아개념 형성을 도움으로 행복한 삶을 영유하도록 할 필요성이 있다. Kail(1998)은 취학 전 연령의 유아들은 발달 특성상 다른 연령에 비하여 자신감이 높고 자신의 능력이 뛰어나다고 생각하는 단계에 위치해 있기 때문에 자
This research was performed to know the effect of a Therapeutic-music-play program created by the author for the development of a few children's self-concept, who were under an integrated education. For the research, an integrated class with four disabled and three normal children was chosen, And four different therapeutic-music-play program were used sixteen times in total, the contents of which came from some nursery tales. The Therapeutic Music Paly Program was performed by children and the comparison of the differences in self-concept advancement of children was observed before and after the application of programs. As a result of conducting Therapeutic Music Play Program there was not much differences in terms of Physical Concept development. Nevertheless, the Friend and General Self Concepts showed statistically significant differences at the viable level of 0.05. Generally, they increased positively in their mutual interaction and self-confidence after the application of Therapeutic Music Play Program. Particularly, the disabled children were showed more progressive self-concept and positive mutual interaction than the normal children. Therefore, the Therapeutic Music Play Program as an integrated education should be helped to increase the self-concept of children.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논 의 Ⅴ. 결론 및 제언 참고문헌
