• 한국생활과학회지
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• 제14권3호
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• pp.379-386
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• 2005

Bowlby has proposed that child-mother attachment is important in the child's representation of self. In this study, the child's emotional intelligence was examined in connection with child-mother attachment with a sample of 5-year-olds. The quality of attachment was assessed based on the child's behavior on reunion following a separation, using a SSP (Strange Situation Procedure) system devised by Main and Solomon. The emotional intelligence was assessed with Lee's Scale for young children. The results show significant connections between child-mother attachment and the emotional intelligence. Specific areas of emotional intelligence are related to particular patterns of attachment. Namely, securely attached children are assessed significantly higher than the unsecurely attached, not only in the ability to identify and control their own emotions, but also in the ability to control others' emotional state. Also, securely attached children perceive their social competence significantly higher.

• 대한가정학회지
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• 제44권10호
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• pp.1-8
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• 2006

This study examined effects of emotional intelligence and satisfaction of school life on the social competence of institutional children. Data were collected from institutional children of 300 10-12 year old and questionnaire measures were employed. Data were analyzed by t-test, pearson's correlation and multiple regression analyses. Relationships were found between emotional intelligence and social competence as well as satisfaction of school life and social competence. Components of emotional intelligence and satisfaction of school life that predicted social competence were emotional facilitation of thinking and personal relationship between friends. Degree of personal relationship between friends was the most powerful predictor of institutional children's social competence.

• 한국보육지원학회지
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• 제9권3호
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• pp.5-32
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• 2013

본 연구는 아버지의 사회 경제적 지위에 따라 교사가 지각한 유아의 행복감 및 정서지능이 차이가 있는지를 알아보고자 하였다. 연구대상은 5세 104명과 6세 160명, 총 264명 유아들을 대상으로 그들의 아버지의 사회 경제적 지위, 학력, 소득수준, 직업을 조사하였고, 담임교사에 의해 그들의 정서지능 및 행복감이 측정되었다. 자료 처리는 아버지의 학력, 소득수준 및 직업에 따른 유아의 정서지능 및 행복감의 차이와 유아의 정서지능 및 행복감에 대한 사회 경제적 지위 간의 상호작용 효과가 있는지를 알아보기 위해 다변량 분석을 실시하였다. 본 연구결과는 첫째, 유아의 정서지능은 아버지의 학력, 소득수준 및 직업에 따라 유의한 차이를 보였다. 둘째, 유아의 행복감은 아버지의 학력, 소득수준 및 직업에 따라 유의한 차이를 보였다. 이러한 본 연구의 결과는 유아의 정서지능 및 행복감을 예측하는데 아버지의 사회 경제적 지위, 즉 학력, 소득수준, 직업이 주요 변인이라는 것을 시사한다.

• 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.

• 아동학회지
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• 제24권6호
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• pp.47-60
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• 2003

This study analyzed the pattern of preschool children's abilities based on Project Spectrum and compared the relationship between intelligence domains with working styles of children. Generally, children showed both strengths and weaknesses in specific Spectrum domains, but some children had only strengths and others had only weaknesses without strengths. It appeared that working style does not relate to children's strong domains, but individual disposition was reflected by characteristics of the task. During both individual and group spectrum activities, children with strengths were more "easily engaged in activity", "confident", and "focused" than those without strong intelligence domains. During individual activities, the "reflective" domain showed children with strengths in intelligence domains are more reflective than those without strengths.

• 한국보육지원학회지
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• 제8권3호
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• pp.91-111
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• 2012

본 연구는 어머니 역할지능이 유아의 또래놀이 상호작용 및 또래수용도에 미치는 영향을 살펴봄으로써 어머니 역할의 영향을 세부적으로 규명하고 부모교육에 필요한 기초 자료를 제공하는데 목적이 있다. 연구대상은 서울과 경기도에 위치한 어린이집 및 유치원 6개소 만 5세 학급의 유아 197명과 그들의 어머니였다. 측정도구는 유아의 놀이장면을 토대로 한 교사평정용 또래놀이 상호작용 척도와 또래평가에 의한 또래수용도 척도를 사용하였고, 어머니의 역할지능은 부모역할지능 척도를 수정, 보완하여 활용하였다. 수집된 자료는 주요 변인들의 상관분석 결과를 바탕으로 연구문제별로 중다회귀와 위계적 회귀분석을 실시하였다. 그 결과, 격려, 증진, 합리적 권위, 수용, 통제, 거부 지양에 대한 어머니 역할지능이 높을수록 유아는 놀이장면에서 또래의 놀이를 방해하거나 놀이로부터 단절되어 있는 부정적 상호작용보다는 긍정적 상호작용을 더 많이 나타냈다. 또한 공감, 격려, 증진, 합리적 권위, 거부 지양에 대한 어머니 역할지능이 높을수록 유아가 또래로부터 수용될 가능성이 높은 것으로 나타났다.

• Human Ecology Research
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• 제53권3호
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• pp.241-251
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• 2015

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.

• 한국생활과학회지
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• 제12권5호
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• pp.635-645
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• 2003

To examine the effect of traditional outdoor play on children's emotional intelligence, the effectiveness of the traditional outdoor play program was evaluated in the kindergarten. Participants were 44 kindergartners randomly divided into two groups: experimental group and control group. The activities of traditional outdoor play were carried out twice in a week in the experimental group, and only the regular activities of kindergarten program in the control group for 12 consecutive weeks. The data were analyzed by paired t-test, independent t-test. Major findings are as follows: First, the program affected on the children's emotional recognition and expression about the self identity and importance, while there were no significant differences in the children's emotional regulation and self-motivation. Second, traditional outdoor play program affected on the children's emotional recognition and empathy in others, relationship and social skill significantly. These results showed that educational and funny traditional outdoor play contributes to children's emotional intelligence and development.

• 아동학회지
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• 제29권3호
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• pp.223-238
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• 2008

The purpose of this research was to study the effects of children's temperament, social competence, emotional intelligence, morality and parent's child rearing attitudes on young children's internalizing and externalizing problem behavior. Subjects were l34 five-year-old children attending day-care centers and kindergartens in Seoul, Korea. Analysis of the relationships among these variables was by correlation and stepwise multiple regressions. There were statistically significant correlations among the variables of temperament, social competence and parents' child rearing attitudes and young children's behavior problems. Variables influencing young children's internalizing behavior problems were children's temperament and parents' child-rearing attitudes; variables influencing children's externalizing behavior problems were children's temperament, their social competence, and parents' child-rearing attitudes.

• 가정과삶의질연구
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• 제25권1호
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• pp.87-99
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• 2007

This study examines the relationship between mothers' parental intelligence, parenting stress and the perception of parents regarding their children's very early extra-curricula education. A total of 436 mothers, whose children were enrolled in seven private kindergarten and child-care centers in Seoul, responded to the questionnaire. The results of this study show that the mothers who participated generally have high parental intelligence scores, but the scores of their parenting stress were low. They also tend to view their very young children's extracurricular education in a positive light. These three variables also appear to be significantly different based on the educational level and family income of the mothers. Finally, a significant relationship is shown to exist between the mothers' parental intelligence and their parenting stress, although the mothers' parental intelligence does not seem to be significantly related to their perceptions of very early extracurricular education for their children. However, the study suggests that the parenting stress of mothers is significantly related to their perception regarding very early extracurricular education.