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원예활동 유형 중 식물 심기 및 기르기 유형과 공예 및 요리 유형이 유아의 자아존중감과 정서지능에 미치는 영향

Comparison of the Effects between Planting and Growing Plant Activities and Crafts and Cooking Activities on Infants' Self-esteem and Emotional Intelligence during the Horticultural Activities Program

  • 최민영 (Min Young Choi, 생명환경과학대학원 원예생명공학과 원예및원예치료학전공)

초록/요약

Horticultural activities program can divide into two categories, such as planting and growing plant type and crafts type including flower decoration and cooking. The current study was carried out to investigate the impact of the two types of horticultural activities on infant’s self-esteem and emotional intelligence. Two different horticultural activity programs were provided for five year-old children of a kindergarten three times a week from 30 Oct. 2017 to 24 Nov. 2017. The subjects of this study were 55 of the infant children and consisted of 18 children from treatment group A (planting and growing plant horticultural activities program), 20 children from treatment group B (crafts including flower decoration and cooking horticultural activities program), and 17 children from the control group (orally narrated children’s story by an after-school teacher in kindergarten). In order to determine the effects of the different horticultural activities program, a survey for the children was conducted via teachers’ assistant with self-esteem and emotional intelligence scales. The results of the test were analyzed using an analysis of covariance. The post-hoc comparison was analyzed using a Scheffé’s test. The overall sense of self-esteem (p<0.01), sense of belonging (p<0.001), and sense of self-worth (p<0.001) showed statistically significant differences among the groups tested. According to Scheffé’s test, both groups which applied horticultural activities programs recorded higher scores than the control group in the overall sense of self-esteem of the infants, the areas of a sense of self-belonging and self-worth scores. However, no differences were found between treatment group A (planting and growing plant horticultural activities program) and treatment group B (crafts including flower decoration and cooking horticultural activities program), indicating that those senses of the groups with horticultural activities have been improved through the horticultural activities, regardless of the activity types. The overall emotional intelligence (p<0.001), self-regulation ability (p<0.001), and others-regulationㆍinterpersonal relationship ability (p<0.001) showed statistically significant differences among the groups tested. Similarly to the sense results, two groups with the horticultural activities programs had higher scores than the control group in the overall emotional intelligence of the infants and the areas of self-regulation ability and others-regulationㆍinterpersonal relationship ability, but there was no significant difference among the groups with different horticultural activity types. According to the results of the current study, the two types of horticultural activities program had a positive effect on the improvement of the self-esteem and emotional intelligence among infants, regardless of the activity types. Consequently, the effects of various types of horticultural activities might be compared, and studies with longer-term may be required to identify the effects of the types of horticultural activities programs on infants. Furthermore, it is expected that these series of effort would be efficiently and effectively used in the proper education of infants in the future. To meet various developmental stages and purpose of activities, it is also expected that subjects of the study should be expanded to other ages and the development of various types of horticultural activities programs will be required.

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목차

Abstract i
List of Tables iv
List of Figures v
Ⅰ. 서언 1
Ⅱ. 연구사 3
Ⅲ. 연구방법 및 내용 19
Ⅳ. 결과 및 고찰 33
Ⅴ. 결론 63
Ⅵ. 적요 69
Ⅶ. 인용문헌 72
Ⅷ. Appendix 84

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