• 가정과삶의질연구
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• 제22권4호
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• pp.29-41
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• 2004

The patterns of mother-child personality match were investigated in the study. Further, the impact of goodness-of-fit between mother′s and child′s personality on maternal childrearing behaviors, child′s self-esteem, and child′s emotional intelligence was explored. The participants of this study were 1,060 fifth graders and their mothers from four different cities(Seoul. Suwon, Daejon, and Daegu). Six patterns of mother-child personality match were derived through cluster analysis and discriminant analysis. The most harmonious pattern in which maternal childrearing behavior was positive and child′s self-esteem and emotional intelligence were high appeared between mothers and children with high "stability" and "superiority" The least harmonious pattern was shown for the mothers with low "responsibility" and "reflectiveness" and high "dominance′and "sociability", and the children with low "stability" and "superiority".

• 대한가정학회지
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• 제42권4호
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• pp.155-165
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• 2004

The purpose of this study was to examine the effect of motion activities utilizing various of materials(ex, using fabric, stone, wood, percussion instrument) on young children's emotional intelligence and its subareas, including the an ability to identify and control their on emotions, self-motivating skills, the ability to identify other's emotional state, and interpersonal skills. The subjects in this study were 60, 5-year-old preschoolers attending D kindergarten in U city. The experiment w3s implemented in an experimental group 36 times for 12 weeks, three times a week, by using various of materials. The control group was only exposed to the routine phvsical programs according to the 6th curricula. To see if there were any disparities between pretest and posttest results, paired t-test was carried out, and t-test by independent sampling was employed to find out intergroup gaps. Following are the findings of this study. First, the motion activities utilizing various materials made a significant difference to the young children's emotional intelligence. Second, the motion activities atilizing various materials was effective for their ability to identify their own emotions, ability to control their own emotions and self-motivation. Third, the motion activities utilizing various materials didn't bring any significant changes to the young children's ability to identify other's emotions and their interpersonal skills. Thus, motion activities that took advantage of various materials had a positive impact on the development of the emotional intelligence of the young children. We suggest that more attention be paid to motion activities and the formulation of various and systematic motion programs as a way to raise emotional intelligence.

• 아동학회지
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• 제33권3호
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• pp.23-43
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• 2012

The purposes of this study were to verify the frequency of and causes and expression types of anger in children, which had been identified by means of a Q-tool and to investigate the relationship among the types of causes and expressions of anger, emotional intelligence, and social competence. The subjects of this study were 1,018 children aged between 8 to 10 years of age. MANCOVA and Logistic regression analysis were utilized. The major findings of this study were as follows : (1) a Q-Tool was developed through the selection of statements representing the feature of each type of anger, in terms of both-cause and expression. (2) Social competence revealed significant differences according to children's gender and emotional intelligence revealed significant differences according to children's gender and the types of anger causes, and (3) Emotional regulation out of subordinate variables of emotional intelligence, and interpersonal adjustment out of subordinate variables of social competence affected the types of expressions of anger in children.

• 한국보육지원학회지
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• 제15권6호
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• pp.117-137
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• 2019

Objective: The purpose of this study was to investigate the effects of a cyclical empathy model-based empathy enhancement program on young children's empathy, peer competence and emotional intelligence. Methods: A total of 40 subjects were selected for this study from 5-year-old children attending S Day Care Center located in Seoul, out of whom 20 were assigned to an experimental group and the remaining 20 to a comparative group (control group). The SPSS 21 statistical program was used to determine whether there was a significant difference between the two groups in the effectiveness of the program implementation. Results: There were statistically significant differences in the changes between the pre and post scores of the experimental group and the comparative group, which showed that the cyclical empathy model-based empathy enhancement program was effective for the young children's empathy, peer competence and emotional intelligence. Conclusion/Implications: This study suggests that if a young children's empathy enhancement program can be applied to child care sites to help the teachers in the field children can overcome empathy-related difficulties by themselves. This study also provides basic information in order to have meaningful educational experiences in young children's education institutions.

• 한국산학기술학회논문지
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• 제14권1호
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• pp.148-156
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• 2013

본 본 연구는 유아의 성, 연령, 기질, 정서지능이 또래 유능성에 미치는 영향을 분석해 보고자 하였다. 전라북도 J시에 위치한 H유치원과 W어린이집을 다니고 있는 유아 250명을 대상으로 실시하였으며, 수집된 자료는 SPSS를 이용하여 중다회귀분석을 실시하였다. 본 연구에서 나타난 결과는 첫째, 유아의 기질, 정서지능, 또래유능성의 일반적 경향은 정규분포를 따르는 것으로 나타났다. 둘째, 전체적으로 유아의 성, 연령, 기질, 정서지능은 유아의 또래유능성과 밀접한 관련을 가지고 있는 것으로 나타났다. 셋째, 유아의 정서지능은 또래유능성을 예측하는 가장 강력한 요인이었으며 성, 기질도 더불어 중요한 요인임이 밝혀졌다. 그러므로 이를 고려하여 또래 유능성 향상을 위한 교육프로그램의 실행이 요구됨을 시사한다.

• 문화기술의 융합
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• 제5권1호
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• pp.169-175
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• 2019

본 연구의 목적은 유아의 정서지능과 친사회적행동이 리더십에 미치는 영향을 알아보는 것이다. 연구대상은 수도권에 소재한 유아교육기관 20개소에 재원 중인 만 4, 5세 유아 400명이다. 연구대상 유아의 담임교사에게 설문지 조사를 실시하여 유아의 정서지능과 친사회적행동 및 리더십을 측정했으며, 수집된 자료는 SPSS 23.0을 사용하여 분석했다. 측정도구의 문항신뢰도와 기술통계를 산출하고, Pearson 상관분석 및 중다회귀분석을 실시했다. 연구결과로는 첫째, 유아의 정서지능과 친사회적행동이 높게 나타날수록 리더십이 높은 것으로 나타났다. 둘째, 유아의 정서지능과 친사회적행동은 리더십에 유의한 정적인 영향을 주었으며, 영향력에 있어 친사회적행동이 정서지능 보다 더 큰 것으로 밝혀졌다. 유아 리더십은 현대사회에서 요구되는 정서 사회성발달의 일부로 본 연구결과는 정서지능과 친사회적 행동 증진을 통해 리더십 발달을 지원할 수 있음을 시사한다.

• 가정과삶의질연구
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• 제19권5호
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• pp.221-238
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• 2001

The purpose of this study was to investigate the relationships between parental childreating behaviors and parental personality, and children’s emotional intelligence. The subjects included 223 children from kindergarten to 6th grade and their parents. The results were as follows: Firstly, children’s Emotional Intelligence(EI) showed sex difference and age difference between two grade-groups(kindergarten~3rd grade, 4th~6th grade). the age-differences being more distinct in other-related EI than in the self-related : Secondly, parental personality explained parental childrearing behaviors better in higher-grade groups than in lower-grade groups, maternal personality predicting maternal childreating behaviors better than paternal personality predicting the paternal childreaing behaviors; Thirdly, childrearing behaviors explained childern’s self-relate EI better than the other-related : Finally, parental personality revealed greater predictive power of children’s EI in higher-grade groups than in lower-grade groups, better explaining sel-related EI than the other-related. Several suggestions were made concerning future EI studies.

• 아동학회지
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• 제20권4호
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• pp.3-24
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• 1999

The present study researched the development of a mixed-age after school program with a focus on the facilitation of emotional intelligence for low SES children. The model program was based on the Mayer and Salovey (1997) theory of emotional intelligence. Activities for 17 sessions were constructed on the basis of 43 objectives. The program was implemented with 53 children in the after school program classes of one elementary school in Kyuggi Province for 6 months. Participants were from low SES families, grouped into 3 mixed-age (K-3rd grade level) classes. Evaluation of the program showed positive effects on the development of children's emotional intelligence. Validity and appropriateness were discussed.

• 아동학회지
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• 제27권3호
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• pp.53-66
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• 2006

An experimental group consisting of 15 boys and 13 girls, and a control group of 12 boys and 18 girls comprised the 58 five-year-old kindergarten sample of this study. Teachers measured children's emotional intelligence with the Emotional Intelligence Rating Scale(Kim, 1998); educational activities for the emotions focusing on self-awareness, self-management, self-motivation, empathy, and social skills were carried out with the experimental group. ANCOVA confirmed effectiveness of the educational activities; the experimental group had higher scores than the control group on self-awareness and expression of emotion, emotional regulation, and awareness of others' emotion. Children of the experimental group also showed higher interpersonal abilities in teacher and in peer relationships than the control group.

• 한국산학기술학회논문지
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• 제18권1호
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• pp.325-335
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• 2017

본 연구는 어머니의 스마트폰 사용습관이 유아의 공격성과 정서지능에 어떤 영향을 미치는지 알아보고자 하였다. 이를 위해, 전북 소재, 만 3~5세 유아가 스마트폰 사용 경험이 있는 어머니 총 275부의 설문 자료를 활용하였으며, 연구결과는 다음과 같다. 첫째, 어머니의 스마트폰 사용습관과 유아의 공격성 및 정서지능의 일반적 경향을 분석한 결과, 어머니의 스마트폰 사용습관의 일반적 경향은 전반적으로 낮은 비율을 보였으며, 하위요인별로는 '내성 및 몰입'이 가장 높은 수치를 나타내었다. 유아 공격성의 일반적 경향에서는 전반적으로 낮은 비율을 보였고, 하위요인별로는 '지위획득 공격성'이 높은 수치를 나타내었다. 유아 정서지능의 일반적 경향에서는 대체로 보통수준의 비율을 나타내었으며, 하위요인별로는 '어머니와의 관계'가 가장 높은 수치를 보였다. 둘째, 어머니의 스마트폰 사용습관과 유아의 공격성 및 정서지능과의 관계를 분석한 결과, 어머니의 스마트폰 사용습관과 유아 공격성은 정적상관관계가 있었으며, 유아 정서지능과는 상관관계가 나타나지 않았다. 그러나 스마트폰 사용습관 하위요인 중 가상세계지향과 정서지능 하위요인 중 자기정서 인식 및 표현은 부적상관관계를 보였다. 셋째, 어머니의 스마트폰 사용습관이 유아의 공격성에 미치는 영향을 분석한 결과, 어머니의 스마트폰 사용습관 및 하위요인 모두에서 유아의 공격성에 부정적인 영향을 미치는 것으로 나타났다. 넷째, 어머니의 스마트폰 사용습관이 유아의 정서지능에 미치는 영향을 분석한 결과, 어머니의 스마트폰 사용습관 및 하위요인 모두에서 유아의 정서지능에 영향을 미치지 않는 것으로 나타났다.