라반의 창의적 프로그램을 통한 초등학생 자아개념 및 사회성 발달에 미치는 효과

Abstract

Effects of Laban's Creative Educational Activities on Self-Concept and Sociality Development in Elementary School Students

Advisor : Prof. Jung, Myeong-Soo, Ph. D. Major in Dance Education, Graduate School of Chosun University

The purpose of this study is to provide basic materials for the changes of self-concept and social development in elementary school students after conducting extracurricular activities based on Laban's creative educational activities in the 4th -6th grades of elementary schools. To achieve this purpose, a total of 118(56 boys and 62 girls) 4th-6th grades of 3 elementary schools located in Gwangju Metropolitan City were participated in dance activity once or twice per week. The questionnaire survey was made to analyze self-concept and social development before and after conducting the activity and finally the following results were obtained.

1. For the changes of self-concept, there was a statistically significant difference in physical and learning factors for sex; in a social factor for grade; in social, physical, and learning factors for participation period; in social and physical factors for participation frequency; and in social, physical, and learning factors for participation hour. Male students(sex), the 5th grade(grade), more than 6 months(participation period), twice(participation frequency), and more than 1 hour(participation hour) showed high improvement in self-concept. 2. For the changes of sociality development, there was a statistically significant difference in cooperation, responsibility, respect for law, and voluntary service factors for sex; in cooperation and responsibility factors for grade; in responsibility, respect for law, and voluntary service factors for participation period; in cooperation and respect for law factors for participation frequency; and in cooperation, respect for law, and autonomy for participation hour. The 4th grade(male) and 5th grade(male) showed high improvement in cooperation and responsibility respectively. More than 6 months(participation period), twice(participation frequency), and more than 1 hour(participation hour) showed high improvement in sociality. 3. The analysis of correlation between self-concept and sociality development suggested that social self-concept was statistically significantly correlated with cooperation, autonomy, and voluntary service; physical self-concept, with cooperation, responsibility, autonomy, and voluntary service; and learning self-concept, with responsibility, respect for law, and autonomy. 4. The analysis of multiple regression analysis between self-concept and sociality development suggested that social, physical, and learning self-concept had positive effects on sociality development.