그림책 읽기 후속활동 프로그램이 유아의 정서능력에 미치는 영향

Abstract

The purpose of this study was to examine the effects of succeeding picture book reading program on young children's emotional competence. In order to find the difference between the experimental group and the control group two research questions were established as follows. 1) Does the succeeding picture book reading program influence on young children's emotional competence? 2) Does the gender on succeeding picture book reading program group affect on young children's emotional competence? Subjects for this study were 40 of between 4 and 5-year old kindergarten children. The study were performed in the order of a pilot test, teachers trainings, a pretest, treatments, and a posttest. Subjects were divided into two groups, experimental and control. Subjects were assigned into two groups equally in terms of age and gender. As a result of the pretest two groups turned out to be homogeneous. The emotional competence change in the experimental group was measured after doing 20 times of succeeding picture book reading program activities after reading picture books during 4 weeks. On the other hand, the emotional competence change in the control group was measured after performing 20 times without succeeding picture book reading program activities after reading picture books during the same period. The research tool which was modified by Woo Soo-Kyeong(2002) based on various researches (Ashiabi, 2000; Bonello, 1998; Eisenberg et. al, 1996; Greener, 1998; Katharine, 1996; Saarni 1990, 1999; Shield & Cicchetti, 1995) was used for the pre- and post-test. Data were collected using Young Children's Emotional Competence Assessment tool and performed ANCOVA tests to see if there is any difference between two group using SPSS/Win 11.0. The results from the analysis were as follows: First, the emotional competence change of the experimental group was significantly greater than that of the control group. Second, the gender of succeeding picture book reading program group did not affect on young children's emotional competence.