자연체험 산책활동이 유아의 정서지능과 또래상호작용에 미치는 효과

Abstract

The Effects of Nature Experience Walking Activity upon Child?fs Emotional Intelligence and Peer Interaction

Yu, Ji?]sook Advisor : Prof. Hyun Seo Ed.D. Major in Child Education Graduate School of Education, Chosun University

The purpose of this study was to further provide a reasonable program for nature experience walking activity by exploring how the nature experience walking activity affects child?fs emotional intelligence and peer interaction.

According to this study purpose, we assumed the concrete research questions as follows: 1. how the nature experience walking activity affects child?fs emotional intelligence? 2. how the nature experience walking activity affects child?fs peer interaction?

For this purpose, we selected a class at age 4 in a kindergarten for our subjects, and nature experience walking activity was conducted elastically according to child?fs health condition, interest and concern, and annual education topic. To measure child?fs emotional intelligence, we used the emotion and intelligence checklist modified and supplemented by Byeong?]rae Lee (1997), and to measure child?fs peer interaction, we used the peer interaction scales adapted and modified by Dae?]hyeon Jeong (2006). In order to verify the assumed research questions, the data collected were analyzed with SPSS 12.0 running an independent sample t?]test.

Following are the principal results: First, the experimental group that the nature experience walking activity was conducted for showed effective development in emotional intelligence comparing the comparative group. In this study, the emotional intelligence was divided into subcomponents such as ?eself awareness and expression,?f ?eself control,?f ?eother awareness ability?f and ?eother control ability?f and then analyzed. In the first place, subcomponents of emotional intelligence such as ?eself awareness and expression,?f ?eself control,?f ?eother awareness ability?f and ?eother control ability?f are superbly improved comparing the pre?]test. On the other hand, children in the comparative group showed no difference in ?eself control?f and ?eother awareness ability,?f but a little improvement in ?eother control?f and ?eself awareness and expression.?f The results showed that the nature experience walking activity significantly affected child?fs emotional intelligence. Second, the children for whom the nature experience walking activity was conducted showed effective development in peer interaction comparing those children in the comparative group. In this study, the peer interaction was divided into subcomponents such as ?eplay interaction,?f ?eplay collapse?f and ?eplay breakup?f and then analyzed. In the first place, ?eplay interaction?f which is a way of peer interaction is superbly improved comparing the pre?]test. But ?eplay collapse?f and ?eplay breakup?f are superbly decreased comparing the pre?]test. On the other hand, the children in the comparative group were not significant effected even though there were a little increase in ?eplay interaction?f in the comparative group and a little decrease in ?eplay collapse?f and ?eplay breakup?f in the comparative group comparing the pre?]test with the post?]test. In conclusion, the nature experience walking activity has conditions for meaningful activities in child?fs emotional intelligence and peer interaction activity, and helps children walk out of the fence of the nature, understand others and improve good emotions. Also, this study showed that the nature experience walking activity has a great affect on emotional intelligence and peer interaction other than everyday living topic centered task operations.

Keywords : nature experience walking activity, emotional intelligence, peer interaction.