• 아동학회지
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• 제26권1호
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• pp.347-357
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• 2005

The purpose of this study was to investigate the effect of the Nature-friendly program on children's Emotional Intelligence. The subjects of this study were two groups( experimental group and non experimental group). Each group consists of 30(8 years olds) elementary school children in Seoul. Examination of Emotional Intelligence was applied to determine the homogeneity of 2 groups. Experimental group received 10 Nature-friendly programs for 15 weeks from July 2004 to October 2004. After Nature-friendly programs ended, post examination of Emotional Intelligence was applied. The result of this research was as follow. When Nature-friendly programs was applied, there were significant differences in the degree of emotional intelligence in the experimental group. Children who were involved in nature-friendly program increased in emotional intelligence. Nature-friendly program was effective in the sub-factors of self-awareness, self-regulation, other-awareness, other-regulation of emotional intelligence.

• 한국보육지원학회지
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• 제16권1호
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• pp.99-114
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• 2020

Objective: This study aimed to investigate the effects of a walking program developed by applying the flow learning method in order to improve children's attitude toward nature and their empathy ability among other five-year-olds. Methods: A total of 49 five-year-olds attending classes at two kindergartens located in B city participated in this study. There were 24 children in the comparative group and 25 children in the experimental group. Before and after the program, all participants individually took a child's nature-friendly attitude test and rated their empathy ability with a teacher. Using the SPSS 25.0 version program, data were analyzed by conducting means, standard deviation, t-test, and ANCOVA(Analysis of Covariance). Results: Children who participated in the walking program using flow learning showed significantly higher nature-friendly attitudes than those of the comparative group. And empathy abilities in the experimental group were higher than in the comparative group in all areas. Conclusion/Implications: The results of this study suggest that a walking program applying flow learning is effective in improving young children's nature-friendly attitude and their empathy abilities.

• 한국지역사회생활과학회지
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• 제20권3호
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• pp.331-341
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• 2009

The purpose of this study is to develop a nature friendly education program that would support ecological literacy of preschool children and to examine the effects of the program on their ecological knowledge and positive attitudes toward nature. The subjects of the study were 59 children from two child-care centers located at Gyeonggi Province. 30 preschoolers from one center were allocated into an experimental group, while 29 preschoolers from the other center were regarded as the control group. The program was composed of 24 sessions, performed three times a week for 20-30 minutes from May to June 2009. The instrument included the knowledge and attitudes toward the environmental scale for preschool children. The following results were obtained. First, the experimental group was found to attain higher level of ecological knowledge and more positive attitudes about nature as a result of the program. Second, after the program was administrated, the experimental group showed higher level of the knowledge and more positive attitudes about nature than the control group. These results suggest a program which conducts within a integrated teaching frame of meeting and getting familiar with nature and taking care of animals and plants, can become an effective early childhood education tool which fosters positive attitudes and knowledge concerning the environment.

• 산업융합연구
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• 제13권1호
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• pp.41-47
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• 2015

The purpose of this study was to investigate how environment-friendly activities through nature affects attitude of children. 5-6 years old children were targeted for study from March to December, 2014. Rapid changes of modern society made increase of female workers and their participation rates in economic activity which results children to play more time with artificial toys and media. There are 3 stages to investigate effects. $1^{st}$ stage is to know about woods by visiting woods and experience environment-friendly activity. $2^{nd}$ stage is to experience woods with 5 senses not only in real woods but also in classroom. Lastly $3^{rd}$ stage is to make art work with natural object and make woods in classroom. Changes of hildren's attitude and view toward to the nature were recorded and analyzed by anecdotes perpetual inventory and environment-friendly attitude examination. By analysis of infant gives you the opportunity to encounter nature, often in conjunction with ongoing enjoys nature-friendly program in the classroom to play with toys, rather than a complete natural objects gradually formalized when presenting a natural, concentrated than the previous game this time is enhanced and creativity through nature through the promotion doeeojim and attitude to nature is also eco-friendly activities byeonhwadoem program showed that the impact on the attitude of the infant.

• 아동학회지
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• 제30권6호
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• pp.459-472
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• 2009

This study investigated educational effects of soil play activities by analyzing the influence of soil play activities on children's nature-friendly attitudes and emotions. Fifty 5-year-old children enrolled in K-kindergarten in Y-city were randomly selected for the study. Assessment of nature-friendly attitudes and emotions was by 11 questions selected from Musser & Diamond's (1999) Pro-environmental Attitude Test (adapted by Lee, Hye Sun, 2006) and from Bar On and Parker's (2000/2001) Emotion Test, an Emotional Quotient Scale for Young Children. Results showed that children who participated in the Soil Play Activities program acquired more nature-friendly attitudes and emotions than the control group. In conclusion, soil play activities can improve nature-friendly attitudes and emotions of 5-year- old children.

• 한국보육지원학회지
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• 제8권5호
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• pp.5-24
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• 2012

본 연구는 자연 속에서 자연물을 가지고 손끝놀이를 활용한 자연친화적 손끝놀이프로그램이 유아의 소근육 운동기능 발달과 창의적 사고력에 미치는 효과는 어떠한가를 알아보는데 그 목적이 있다. 연구의 목적을 달성하기 위해 B시에 위치한 H어린이집 만5세 유아 14명과 P어린이집 만5세 유아 14명을 대상으로 유아의 소근육 운동기능 발달을 측정하기 위해 강병동(2002)이 연구한 '소근육 운동기능 발달 평가도구'와 창의적 사고력 발달을 측정하기 위한 토랜스의 창의력 검사 중 도형검사를 김영채(2004)가 표준화시킨 한국판 창의성 도형검사를 사용하였다. 그에 따른 연구의 결과는 다음과 같다. 첫째, 자연친화적 손끝놀이 프로그램이 유아의 전체 소근육 운동기능 발달과 정확성, 신속성, 안정성의 3가지 하위요소의 발달에 긍정적인 영향을 미치는 것을 알 수 있다. 둘째, 자연친화적 손끝놀이프로그램이 유아의 전체 창의적 사고력 및 창의적 사고력 하위요소 중 '유창성', '성급한 종결에 대한 저항'에 긍정적인 영향을 미치는 것을 알 수 있다. 결론적으로 자연친화적 손끝놀이 프로그램이 유아의 소근육 운동기능 발달과 창의적 사고력에 긍정적인 영향을 미치는 것으로 나타났다.

• 아동학회지
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• 제37권5호
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• pp.101-116
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• 2016

Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were divided into the experimental group (21) and the comparative group (19). The experimental group received eco-centered childhood education by seasonal divisions 2 or 3 times a week (33 in total). Pre-post data were collected on both groups and analyzed via t-test and ANCOVAs. Results: The key result was as follows: eco-centered childhood education by seasonal divisions influenced positively the nature-friendly attitude and emotional intelligence of children. Conclusion: Based on the result, it is recommended that eco-centered early childhood education be applied in childhood education and that relevant program be developed. Eco-centered education by seasonal divisions is meaningful in early childhood so that children can be harmonious with the nature. Furthermore, the study should be continued for the development of qualified eco-centered education.

• 한국산학기술학회논문지
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• 제13권11호
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• pp.5091-5097
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• 2012

본 연구는 유아의 자연친화적 환경교육 프로그램이 환경오염 예방과 실천태도에 미치는 영향을 알아보기 위해 충청도에 위치한 어린이집 만5세반 원아를 대상으로 실험집단 22명(남 12명, 여 10명)과 통제집단 21명(남 12명, 여 9명)으로 총 43명을 대상으로 실험조사 하였다. 연구결과 첫째, 전반적인 환경오염 예방과 실천태도에 있어서는 통제집단의 경우 통계적으로 유의미한 차이는 나타나지 않았고, 실험집단의 경우 증가하여 통계적으로 유의미한 차이가 나타났다. 둘째, 환경오염 예방과 실천태도의 각 하위요인별로는 '자연에 대한 관심'과 '심미적 체험', '정서적 안정'에 있어서 통제집단의 경우 감소하였으나 실험집단은 증가하여 유의미한 효과를 보였다. 또한 '환경오염 예방활동', '실천태도'에 있어서는 통제집단과 실험집단 모두 증가하여 유의미한 효과를 보였다. 이 같은 결과는 유아들의 자연친화 환경교육 프로그램이 환경오염 예방과 실천태도향상에 긍정적인 영향을 미치는 것으로 유아기 때부터 자연의 소중함을 반복적인 생활태도 교육을 통해 유아의 환경오염 예방과 실천태도를 향상시킬 수 있는 유용한 프로그램임을 입증시켜 준 결과라 할 수 있다.

• 대한가정학회지
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• 제47권3호
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• pp.67-77
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• 2009

This study developed a model economic education program for young children related to Korean seasonal customs. The model was developed via literature reviews and survey research concerning teachers’' recognition of ‘'early childhood economic education’', consultations with professionals in the field, and testing and modifying the program. The goals of the model program were: teaching children to understand basic economic concepts, helping children to develop an economic attitude that emphasizes interdependence, and acknowledging the importance of eco-friendly economic values. The model includes three educational areas and 21 content areas including understanding the concept of exchange, sharing and cooperation, and circulation with nature. This study also developed 37 early childhood economic education activities using the teaching and learning methods of experiencing nature, virtual experience, real life experience, and traditional games experience.

• 인간식물환경학회지
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• 제21권6호
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• pp.501-514
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• 2018

This study aimed to develop a program that can be linked to gardening education activities in elementary students' curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students' multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.