놀이무용 프로그램이 유아의 정서지능에 미치는 영향

Abstract

The purpose of this study was to determine whether a play dance program could balance children's inner desires and body movements and enhance children's emotional intelligence. In addition, testing was conducted to see if a play dance program would variably influence children's emotional intelligence depending on their age. The research questions were as follows: 1. What effects did the play dance program have on the children's emotional intelligence? 2. What effects did the play dance program have on the emotional intelligence of children of different ages?Thirty-two subjects were randomly sampled among 188 four- and five-year-old children attending M kindergarten in Haeundae-Gu in Busan. Sixteen children were assigned to the experimental group and 16 to the control group. The “teacher's rating scale for children's emotional intelligence” was utilized to measure children's emotional intelligence. This instrument was developed by Kim (1998) by reviewing other related literature (Goleman, 1995; Mayer et al., 1990, 1991, 1996; Salovey & Mayer, 1990, 1996). This study was conducted in the order of a pilot study, a pre-test, a main experimental study, and a post-test. A preliminary survey was conducted to test the validity of the questionnaire, measure the running time in finishing the questionnaire, and to determine any mistakes and problems with the questionnaire. After the pilot study, 15 sessions of a play dance program were implemented with the 32 subject children as the main experimental study, starting August 17 and ending November 6, 2009. The post-test was conducted from November 9 to November 12, 2009. The results of the study were as follows: First, children in the play dance program showed higher scores in the subcategories of emotion control, restriction of impulses, using his/her own emotions, recognizing and considering other's emotions, relationships with teachers, and relationship with friends (using the “teacher's rating scale of children's emotional intelligence”). It was determined that the play dance program did influence the children's emotional intelligence. Second, there were no significant differences in the subcategories of recognition and expression of his/her own emotions, emotion control, restriction of impulses, using his/her own emotions, recognizing and considering other's emotions, and relationships with friends in emotional intelligence between the two groups and depending on the children's ages. However, the results of this study indicated that the play dance program positively influenced the children's relationships with their teachers and that the program was more influential to older children than to younger children. In addition, the play dance program was not influential on emotional intelligence depending on the children's age and interaction among ages and groups. Hence, it was evident that the play dance program did not influence children's emotional intelligence depending on their age.