전통문화에 기초한 유아인성교육 프로그램 개발 및 효과

Abstract

ABSTRACT

Development of a Personality Education Program for Young Children Based on Korean Traditional Culture and Its Effects

Park, Hee Sook Academic advisor : Prof. Seo Hyun, Ed. D. Department of Education (Early Childhood Education), Graduate School of Chosun University

Korean traditional culture contains diverse elements of personality education such as filial piety, propriety, sharing, caring, respect, consideration, and spirit of community, and therefore its educational values and meanings are very significant. Thus, this study purposed to develop a personality education program for young children based on Korean traditional culture and to test its effects. For these purposes, this study attempted to answer largely Question 1 and Question 2, and specific research questions were as follows.

[Question 1] How is the structure of the personality education program for young children based on Korean traditional culture? [1-1] How are the contents of the personality education program for young children based on Korean traditional culture? [1-2] How are the teaching‐learning methods of the personality education program for young children based on Korean traditional culture? [1-3] How is the assessment of the personality education program for young children based on Korean traditional culture?

[Question 2] How are the effects of the personality education program for young children based on Korean traditional culture? [2-1] How is the effect of the personality education program for young children based on Korean traditional culture on the children’s self‐esteem? [2-2] How is the effect of the personality education program for young children based on Korean traditional culture on the children’s consideration behavior? [2-3] How is the effect of the personality education program for young children based on Korean traditional culture on the children’s recognition of and preference for traditional culture?

With these research questions, this study was conducted through the procedure as follows. For [Question 1], in order to develop a personality education program for young children based on Korean traditional culture, related literature and previous studies on Korean traditional culture and personality education were reviewed. Based on the results, the purposes and goals of the program were set, and eight content areas were defined. Then, content validity was tested by experts in early childhood education and field teachers, and the contents of personality education activities for young children based on Korean traditional culture were organized. In addition, teaching and learning methods were designed for the personality education program, assessment methods were selected, the field applicability of the program was verified, and through further revision and supplementation, the final program was developed. For [Question 2], the effects of the personality education program for young children based on Korean traditional culture on the children’s self‐esteem, consideration behavior, and recognition of and preference for traditional culture were examined. The subjects of this study were five‐year‐old children of two classes, one as the experimental group (n=20) and the other as the control group (n=20), at A Kindergarten in G City. Tools used in this study were the self‐esteem scale for young children developed by Seong‐ae Ji, Yeong‐ok Kim, and Hee‐sook Park (2003) based on PSPC of Harter and Pike (1984) and revised and supplemented by Seong‐ae Ji and Seung‐hee Kim (2010), the consideration behavior scale for young children developed by Lipman (2003) and revised by Myeong‐sook Han (2013), and the scale on recognition of and preference for traditional culture developed by Gyeong‐hwa Jeon (2001) and revised and supplemented by Hee‐sook Baek (2006). The experiment was conducted for 8 weeks from October 13 to December 5, 2014 by applying the personality education program for young children based on Korean traditional culture to the experimental group 3 times a week and a total of 24 times, and activities related to life themes for five‐year‐old children to the control group. Data analyses used SPSS 18.0. For young children’s self‐esteem, consideration behavior, and recognition of and preference for traditional culture, each group had a pretest and a posttest, and the scores were analyzed through ANCOVA. The results of this study are summarized by research question as follows. First, when the personality education program for young children based on Korean traditional culture was designed according to Question 1, the purposes of the program were cultivating positive self‐esteem and developing consideration behavior and a sense of community based on the values of Korean traditional culture such as right mind, behavior, sharing, and caring. In addition, the program aimed to raise whole people in intelligence, virtue, and physique by promoting healthy life habits, and social, emotional, ethical, and moral abilities. The goals of this program were to uplift self‐esteem through understanding the self and assuming a positive life attitude, to strengthen abilities to understand and respect others and consider others in desirable relationships, to stimulate interest in and familiarity with the traditional culture of sharing and caring, to form healthy basic life habits to lead a healthy and happy life as a member of social community, to acquire identity and pride through right understanding of traditional culture, to cultivate social and emotional regulation abilities through emotional empathy inherent in traditional culture, and to develop ethical and moral abilities for internalizing moral values and discerning good from evil. The teaching‐learning process was designed to have introduction (presenting and gathering ideas), development (touching and feeling culture, examining and following, and enjoying through applying and expanding), and conclusion and assessment (sharing and solidifying feelings). The teacher’s roles were defined as motivator, guide, demonstrator, facilitator, assessor, and cultivator of sense of community. Assessment was divided into assessment for children and that for the program. Assessment for children consisted of the teacher’s observation of the process and results of activities, and children’s self‐evaluation and mutual evaluation. Assessment for the program was made by the teacher using a checklist before, during, and after the program, and the adequacy of the operation of the program and its effects were assessed. Second, in order to test the effects of the personality education program for young children based on Korean traditional culture according to [Question 2], the experimental group participated in the program and the control group had large/small group activities related to general life themes. Then, the children’s self‐esteem, consideration behavior, and recognition of and preference for traditional culture were measured. In the pretest, no statistically significant difference was observed between the two groups in self‐esteem, consideration behavior, and recognition of and preference for traditional culture. In the posttest, however, the experimental group was significantly higher than the control group in overall self‐esteem and its sub‐areas cognitive self, social self, physical self, family‐acceptance self, and emotional self. In addition, the experimental group was significantly higher than the control group in overall consideration behavior and its sub‐areas active behavior, normative behavior, emotional behavior, and appreciative behavior. Moreover, the experimental group was significantly higher than the control group in overall recognition of traditional culture and its sub‐areas lives of eating, clothing, and housing, cultural assets, traditional plays, and traditional arts, and in overall preference for traditional culture and sub‐areas lives of eating, clothing, and housing, cultural assets, traditional plays, and traditional arts. In conclusion, the personality education program for young children based on Korean traditional culture developed in this study was effective in enhancing young children’s self‐esteem, consideration behavior, and recognition of and preference for traditional culture. The findings of this study suggest that this program not only provides a ground for theoretical inquiry into the meaningful contents of traditional culture in connection to personality education in the field of early childhood education but also is applicable as a personality education program based on educational values inherent in Korean traditional culture.