학술논문
만 5세 유아의 정서적 유능성 증진을 위한 실행연구 / Action Research for the Improvement of Emotional competence for Five-Year-Olds
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 만 5세 유아의 정서적 유능성 증진을 위한 실행연구이다. 만 5세 유아의 정서적 유능성을 증진하기 위한 실행과정과 실행과정을 통한 유아들의 변화를 알아보는데 그 목적이 있다. 이와 같은 연구 목적에 따라 설정된 연구 문제는 다음과 같다. 1. 만 5세 유아의 정서적 유능성 증진을 위한 실행연구의 과정은 어떠한가? 2. 만 5세 유아의 정서적 유능성 증진을 위한 실행연구적용에 따른 유아의 변화는 어떠한가? 본 연구는 2023년 3월부터 2023년 6월까지 진행되었으며, 서울시 D유치원의 만 5세 M반 유아 16명을 대상으로 실시되었다. 연구를 진행하며 유아 관찰 기록, 학부모 상담 기록, 활동사진 및 동영상을 수집하였으며, 유아들의 어려움을 파악하고 개선하기 위하여 Kemmis와 McTaggart(1988)가 제시한 실행연구 모형을 사용하였다. 연구 결과는 다음과 같다. 첫째, 만 5세 유아의 정서적 유능성 증진을 위한 실행연구 과정은 2차에 걸쳐 이루어졌다. 문제점을 파악하기 위해 자료를 수집한 결과, 유아들이 매우 제한적인 정서어휘만을 사용하며 정서를 표현하는 것을 꺼리거나 어려워하는 모습이 나타났다. 이러한 문제점을 개선하기 위한 방안으로 다양한 정서어휘 익히고 사용해보기, 일상생활에서 다양한 정서어휘 사용할 수 있는 기회 만들기, 자유롭고 수용적인 반 분위기 만들기 등의 목표를 설정하고 다양한 활동을 실행하였다. 1차 실행이 끝난 후 반성의 과정에서 발견한 문제점은 부정적인 정서 다루기의 어려움과 타인의 감정 수용의 어려움이었다. 이를 개선하기 위하여 2차 실행에서는 자신과 타인의 부정적 정서 인식 및 이해하기, 부정적인 정서를 적절하게 표현하고 해소하는 방안 알고 실천해보기, 타인의 정서에 수용적인 태도 기르기 등의 목표를 설정하고 활동을 실행하였다. 활동을 실행하며 유아들의 변화를 관찰하고, 실행과정을 성찰하며 그 결과를 재반영하는 순환적인 과정을 실시하였다. 둘째, 만 5세 유아의 정서적 유능성 증진을 위한 실행연구 적용을 통해 유아들의 정서적 유능성이 증진된 것으로 나타났다. 구체적으로는 ‘단절에서 소통으로’, ‘거부에서 공감으로’, ‘걱정에서 믿음으로’, ‘좌절에서 극복으로’와 같은 긍정적인 변화가 나타났다. 즉, 정서적 유능성 증진을 위한 실행연구는 유의미한 접근으로 확인되었다. 유아의 정서적 유능성을 증진하기 위해서는 교사가 세심하고 지속적으로 유아를 관찰하며 적극적으로 지원하는 것이 중요하다. 그러나 현장에서는 구체적인 지원방안을 잘 모르거나 낮은 정서적 유능성으로 인해 발생된 문제 상황만을 해결하는데 급급하여 적극적으로 지원하지 못하는 경우가 많다. 따라서 앞으로 유아의 정서적 유능성 증진과 관련된 연구가 활발하게 이루어진다면, 교사들의 어려움을 돕고 유아들의 정서적 유능성을 증진하는데 기여할 것으로 기대된다.
Study is action research for the improvement of Emotional competence for five-year-olds. This study aims to investigate the action research process for the improvement of relational aggression and the changes in children through the action research process. The research questions have been established as follows. Q1. What is the process of the action research for the improvement of Emotional competence in the five-year-old class? Q2. What are the changes in the children according to the application of action research to improve Emotional competence? This study was conducted from March 2023 to June 2023, targeting 16 children in the M class of D Kindergarten in Seoul who were 5 years old. During the research, observations of children, records of parent consultations, and collection of activity photos and videos were carried out. To identify and improve children's difficulties, the research utilized the action research model proposed by Kemmis and McTaggart (1988). The research results are as follows. Firstly, the process of action research to enhance the emotional competence of 5-year-old children took place in two phases. Upon collecting data to identify problems, it was observed that children used very limited emotional vocabulary and showed reluctance or difficulty in expressing emotions. To address these issues, goals were set, such as learning and using various emotional vocabulary, creating opportunities for using diverse emotional vocabulary in daily life, and establishing a free and accepting classroom atmosphere. Various activities were implemented to achieve these objectives. Issues identified during the reflection process after the first phase included difficulties in handling negative emotions and accepting others' emotions. In the second phase, goals were set to recognize and understand both one's own and others' negative emotions, express and resolve negative emotions appropriately, and cultivate an accepting attitude toward others' emotions. Activities were implemented while observing changes in children, reflecting on the process, and cyclically adjusting the outcomes. Secondly, the application of action research for enhancing the emotional competence of 5-year-old children resulted in an improvement in their emotional competence. Specifically, positive changes such as 'from isolation to communication', 'from refusal to empathy', 'from worry to trust', and 'from frustration to overcoming' were shown. In other words, action research for enhancing emotional competence was confirmed as a meaningful approach. To enhance the emotional competence of children, it is crucial for teachers to carefully and continuously observe children, providing active support. However, in practical settings, many teachers may not be well-informed about specific support measures or may be too overwhelmed to actively support due to low emotional competence. Therefore, it is expected that future research related to the enhancement of children's emotional competence will contribute to assisting teachers in overcoming difficulties and promoting the emotional competence of children.
Study is action research for the improvement of Emotional competence for five-year-olds. This study aims to investigate the action research process for the improvement of relational aggression and the changes in children through the action research process. The research questions have been established as follows. Q1. What is the process of the action research for the improvement of Emotional competence in the five-year-old class? Q2. What are the changes in the children according to the application of action research to improve Emotional competence? This study was conducted from March 2023 to June 2023, targeting 16 children in the M class of D Kindergarten in Seoul who were 5 years old. During the research, observations of children, records of parent consultations, and collection of activity photos and videos were carried out. To identify and improve children's difficulties, the research utilized the action research model proposed by Kemmis and McTaggart (1988). The research results are as follows. Firstly, the process of action research to enhance the emotional competence of 5-year-old children took place in two phases. Upon collecting data to identify problems, it was observed that children used very limited emotional vocabulary and showed reluctance or difficulty in expressing emotions. To address these issues, goals were set, such as learning and using various emotional vocabulary, creating opportunities for using diverse emotional vocabulary in daily life, and establishing a free and accepting classroom atmosphere. Various activities were implemented to achieve these objectives. Issues identified during the reflection process after the first phase included difficulties in handling negative emotions and accepting others' emotions. In the second phase, goals were set to recognize and understand both one's own and others' negative emotions, express and resolve negative emotions appropriately, and cultivate an accepting attitude toward others' emotions. Activities were implemented while observing changes in children, reflecting on the process, and cyclically adjusting the outcomes. Secondly, the application of action research for enhancing the emotional competence of 5-year-old children resulted in an improvement in their emotional competence. Specifically, positive changes such as 'from isolation to communication', 'from refusal to empathy', 'from worry to trust', and 'from frustration to overcoming' were shown. In other words, action research for enhancing emotional competence was confirmed as a meaningful approach. To enhance the emotional competence of children, it is crucial for teachers to carefully and continuously observe children, providing active support. However, in practical settings, many teachers may not be well-informed about specific support measures or may be too overwhelmed to actively support due to low emotional competence. Therefore, it is expected that future research related to the enhancement of children's emotional competence will contribute to assisting teachers in overcoming difficulties and promoting the emotional competence of children.