명화를 통한 미술감상이 유아의 정서지능에 미치는 영향

Abstract

The purpose of this study is to see if the appreciation activities of famous fine arts enhance young children's emotional intelligence in terms of perception and expression of emotion, emotional facilitation of thinking, understanding analyzing emotions, and reflective regulation of emotion. Subjects of the study were 40 4-year old kindergarten children who live in the western part of metropolitan G city. They were divided into two groups, experimental(n=20) and control group(n=20). 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 to two groups equally in terms of age and gender. As a result of the pretest, two groups were homogeneous. While the experimental group did the appreciation activities of famous fine arts, the control group did just drawing activities with living themes. The emotional intelligence change in the experimental group was measured after doing 16 times of the appreciation activities of famous fine arts during 12 weeks. On the other hand, the emotional intelligence change in the control group was measured after performing 16 times of regular fine arts activities during the same period. The measurement tool used for the pre- and post-test was modified by Lee, Lee, and Shin(2000), Gim(2001), and An(2003) based on Salovey and Mayer (1997). The tool is consisted of 54 items in 4 factors - perception and expression of emotion, emotional facilitation of thinking, understanding analyzing emotions, and reflective regulation of emotion. Data were collected using young children's emotional competence assessment tool and analyzed with SPSS/PC+, and performed t-test and ANCOVA tests to see if there is any difference between two groups. The results from the analysis were as follows: First, activities of fine arts appreciation(the experimental group) get more perception and expression of emotion than the control group. Second, activities of fine arts appreciation(the experimental group) get more emotional facilitation of thinking than the control group. Third, activities of fine arts appreciation(the experimental group) get more emotional facilitation of thinking than the control group. Fourth, activities of fine arts appreciation(the experimental group) get more reflective regulation of emotion than the control group.