아동의 혼합정서 이해에 대한 정서 이야기 개입 효과
The Effect of Emotional Explanation on Children's Understanding of Mixed Emotion
1
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
본 연구는 아동의 연령에 따른 혼합정서이해를 기술하고 정서 이야기를 통한 개입 효과를 알아보기 위하여 설계되었다. 이를 위하여 만 4세와 6세 80명의 아동을 대상으로 혼합정서이해 과제를 실시하였으며 두 집단으로 나누어 한 집단에게는 정서이야기 속의 정서설명을 다른 집단에게는 사건설명을 실시한 후 검사를 실시하였다. 사전, 사후 검사 중간, 두 집단 모두 실험자로부터 이야기를 들었지만 정서개입 집단의 아동은 주인공의 정서적 경험에 대한 질문과 설명을 들었고 사건개입 집단의 아동들은 사건에 대한 질문과 설명을 들었다. 그 결과, 만 4세와 6세 아동 간 혼합정서이해에서 유의미한 차이가 나타났지만 사전 검사에서 두 집단 모두 혼합정서에 대한 이해가 분명히 드러나지 않았다. 정서 이야기를 통한 개입 후 4세와 6세 아동 모두 사건설명 개입 조건에서는 유의미한 향상을 보이지 않았으나 정서설명 개입 조건에서는 유의미한 향상을 드러냈다. 또한 정서설명 개입에 따른 수행의 증가는 4세 아동에서 보다 6세 아동에서 더 크게 나타났다.
Abstract
The present study was designed to investigate the development of preschool children’s understanding of mixed emotions and to examine the effect of adults' verbal explanation of an emotional story on this development. Eighty children aged 4 and 6 were assigned to two different interventions (an emotion-focused explanation and an event-focused explanation) and tested before and after the intervention using mixed-emotion tasks adapted from Brown and Dunn (1996). Our results showed that the 6-year-olds outperformed the 4-year-olds, but children in both age groups had difficulty understanding mixed emotions. Most importantly, the emotion-focused explanation had a significant effect on children in both age groups: their performance was significantly increased after the emotion-focused intervention but not after the event-focused intervention. Finally, the improvement following the emotion-focused explanation was significantly higher in the 6-year-olds than in the 4-year-olds.
참고문헌 (30)
- 성소영, "유아와의 정서이야기 맥락에서 나타난 어머니의 신념", 아동교육, 17(3), pp.111~126 (2008), 한국아동교육학회
- 소은주, "부모의 정서사회화가 유아의 혼합정서이해에 미치는 영향", 석사, 아동가족학, pp.2009
- 송하나, "4세 아동의 정서재인, 정서조망수용, 정서추론에서의 성차", 한국심리학회지: 발달, 18(4), pp.17~33 (2005), 한국심리학회 산하 한국발달심리학회
- 유 경, "아동의 혼합 정서 이해의 발달적 특성", 석사, 발달심리, pp.2000
- 윤혜정, "아동의 정서이해 발달에 관한 연구", 석사, 아동상담, pp.1995
- Bergen, P. V., "The effects of mother training in emotion-rich, elaborative reminiscing on children's shared recall and emotion knowledge", Journal of cognition and development, 10(3), pp.162~187 (2009)
- Brown, J. R., "Why Talk about Mental States? The Significance of Children's Conversations with Friends, Siblings, and Mothers", Child Development, 67(3), pp.836~849 (1996)
- Brown, J. R., "Continuities in Emotion Understanding from Three to Six Years", Child Development, 67, pp.789~802 (1996)
- Denham, S. A., "Parental Contributions to Preschoolers' Understanding of Emotion", Marriage & Family Review, 34(3), pp.311~343 (2002)
- Donaldson, S. K., "Development of children's understanding of ambivalence and causal theories of emotions", Developmental Psychology, 22(5), pp.655~662 (1986)
- Dunn, J., "Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents", Child Development, 62(6), pp.1352~1366 (1991)
- Dunn, J., "Family talk about feeling states and children's later understanding of others' emotions", Developmental Psychology, 27(3), pp.448~455 (1991)
- Fivush, R., "Maternal Reminiscing Style and Children’s Developing Understanding of Self and Emotion", Clinical Social Work Journal, 35(1), pp.37~46 (2007)
- Harter, S., "A cognitive developmental approach t o children's expression of conflicting feelings and a technique to facilitate such expression in play therapy", Journal of Consulting and Clinical Psychology, 45(3), pp.417~432 (1977)
- Harris, P. L., "Children's understanding of the link between situation and emotion", Journal of Experimental Child Psychology, 36(3), pp.490~509 (1983)
- Harris, P. L., "Individual differences in understanding emotion: The role of attachment status and psychological discourse", Attachment & Human Development, 1(3), pp.307~324 (1999)
- Harris, P. L., "Insight into the Time Course of Emotion among Western and Chinese Children", Child Development, 56(4), pp.972~988 (1985)
- Harter, S., "Children's understanding of emotion, In Cambridge studies in social and emotional development", pp.81~116 (1989), Cambridge University Press
- Harter, S., "Children's understanding of the simultaneity of two emotions: A five-stage developmental acquisition sequence", Developmental Psychology, 23(3), pp.388~399 (1987)
- Ilaria, G., "Emotional state talk and emotion understanding: a training study with preschool children", Journal of Child Language, 38(5), pp.1124~1139 (2011)
- Kestenbaum, R., "Preschool Children's Identification and understanding of mixed emotions", Cognitive Development, 10, pp.443~458 (1995)
- Laible, D., "Constructing Emotional and Relational Understanding : The Role of Affect and Mother-child Discourse", Merrill-Palmer Quarterly, 52, pp.44~69 (2006)
- McElwain, N. L., "Mother- and Father-Reported Reactions to Children’s Negative Emotions: Relations to Young Children’s Emotional Understanding and Friendship Quality", Child Development, 78(5), pp.1407~1425 (2007)
- Peng, M., "Training young children to acknowledge mixed emotions", Cognition & Emotion, 6, pp.387~401 (1992)
- Pons, F., "Teaching emotion understanding", European Journal of Psychology of Education, 17(3), pp.293~304 (2002)
- Pons, F., "Longitudinal change and longitudinal stability of individual differences in children's emotion understanding", Cognition & Emotion, 19(8), pp.1158~1174 (2005)
- Tenenbaum, H. R., "The effects of explanatory conversations on children's emotion understanding", British Journal of Developmental Psychology, 26(2), pp.249~263 (2008)
- Wellman, H. M., "Theory of mind for learning and teaching : the nature and role of explanation", Cognitive Development, 19(4), pp.479~497 (2004)
- Wintre, M. G., "A developmental sequence in the comprehension of emotions : Intensity, multiple emotions, and valence", Developmental Psychology, 30(4), pp.509~514 (1994)
- Zhou, Q., "The Relations of Parental Warmth and Positive Expressiveness to Children's Empathy-Related Responding and Social Functioning : A Longitudinal Study", Child Development, 73(3), pp.893~915 (2002)