유아의 놀이성과 정서지능과의 관계
The Relation between Children’s Playfulness and Emotional Intelligence
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본 연구는 유아의 놀이성과 정서지능이 어떻게 나타나며, 유아의 놀이성과 정서지능이 어떠한 관계가 있는지를 알아보는 데 그 목적이 있다. 연구대상은 유치원에 재원 중인 5세 유아(남아: 122명, 여아: 108명)이었다. 본 연구의 결과 첫째, 유아의 놀이성의 문항별 평균은 3.74이었고 둘째, 유아의 정서지능의 문항별 평균은 3.70으로 나타났다. 셋째, 유아의 놀이성과 정서지능과의 관계는 정적 상관이 있는 것으로 나타났으며 각각의 하위 요소별로 살펴보면, 유아의 놀이성과 정서지능의 자기정서 인식 및 표현, 자기정서 이용, 타인정서 인식 및 배려, 교사와의 관계, 또래와의 관계에서 정적 상관이 있는 것으로 나타났고, 유아의 놀이성과 정서지능의 감정조절 및 충동억제는 상관이 없는 것으로 나타났다. 정서지능에 대하여 유아의 놀이성의 하위 요소들이 어느 정도 설명력을 가지는가를 분석한 결과, 유아의 놀이성 중 사회적 자발성이 26.2%를 설명해 주고 있고, 사회적 자발성에 즐거움의 표현이 첨가되었을 때 28.2%, 신체적 자발성이 첨가되었을 때 32.1%를 설명해 주고 있었다. 유아의 정서지능의 하위 요소에 대하여 유아의 놀이성 하위 요소들이 어느 정도 설명력을 가지는가를 분석한 결과, 자기정서 인식 및 표현은 놀이성의 하위 요소 중 즐거움의 표현이 42.2%를 설명해 주고 있으며, 감정조절 및 충동억제는 신체적 자발성이 2.4% 설명해주었다. 자기정서 이용은 인지적 자발성이 16.6%를 설명해 주었고, 타인정서 인식 및 배려는 사회적 자발성이 10.9%를 설명해 주었다. 교사와의 관계는 즐거움의 표현이 24.8%를 설명해주었고, 또래와의 관계는 사회적 자발성이 45%를 설명해 주었다.
Abstract
The purpose of this study was to investigate the representation of children’s playfulness and the emotional intelligence in children’s developmental behaviors and the relation between children’s playfulness and emotional intelligence. For the purpose, the research questions were as follows: 1. How is shown the children’s playfulness? 2. How is shown the emotional intelligence? 3. What is the relation between children’s playfulness and emotional intelligence? The participants were 230 children(122 boys and 108 girls) attending public kindergartens in Yeoju, Korea. Children’s average age was five years and nine months old(both the boys and the girls were five years and nine months old). To measure the children’s playfulness, the Kim’s(2001) children’s playfulness instrument of You’s(1994) Korean-translated version of Barnett’s(1991) Children’s Playfulness Scale(CPS) were used. Also to measure children’s emotional intelligence, the rating scale for preschool children(Kim, 1998) was used. To examine the questions, itemized mean, standard deviation, and Pearson’s correlation coefficient were calculated, and a multiple regression analysis was used for the statistical analysis. The results of this study were as follows: First, the itemized mean of children’s playfulness was 3.74: It indicates children’s playfulness is closer to the 4 points of to the 「That is some right」 than the 3 points of 「That is an average」. Second, the itemized mean of emotional intelligence was 3.70: It indicates a medial value between the ‘50% (3 points)’ matching with children’s behavior and the ‘70% (4points)’. Third, there were significant correlations between the children’s playfulness and the emotional intelligence, p<.01. To examine each sub-factor for the relation between children’s playfulness and emotional intelligence, there was a significant correlations. To analysis how convincing the sub-factors of children’s palyfulness for the emotional intelligence are, the social spontaneity of children’s palyfulness’s sub-factor indicates 26.2% of the emotional intelligence and 28.2% with the expression of joy included, and 32.1% with the physical spontaneity included. To analysis how convincing the sub-factors of children’s playfulness for the emotional intelligence are, joy expression of children’s playfulness’s sub-factor indicates 42.2% of appraisal and expression of self emotion, the physical spontaneity of children’s playfulness’s sub-factor indicates 2.4% of ‘regulation of emotion’, the cognitive spontaneity indicates 16.6% of ‘utilization of emotion’, the social spontaneity indicates 10.9% of ‘empathy’, the joy expression indicates 24.8% of ‘relationship between child and teacher’, and the social spontaneity indicates 45% ‘relationship with peers’.