Horticultural Science & Technology (원예과학기술지)

Korean Society of Horticultural Science (한국원예학회)
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Effects of a Horticultural Program on the Preschoo Children's Emotional Intelligence and Daily Stress

취학 전 아동의 정서지능과 일상 스트레스에 미치는 원예 프로그램의 효과

Park, Seong-Hyun;Huh, Moo-Ryong
박성현;허무룡

  • Published : 20100200
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Abstract

Preschool is currently underutilized as a potential setting to enhance emotional intelligence and stress reduction in children. This study investigated the effects of a horticultural program on the preschool children's emotional intelligence and daily stress. Sixty children with ages 5 to 7 participated in this study. Children in the experimental group participated in a one-hour horticultural program twice a week for four months. An activity room and an outside garden in the preschool were used for the horticultural program. Data collected included the Emotional Intelligence Rating Scale (EIRS), the Korean Preschool Daily Stress Scale (KPDSS), the Horticultural Program Evaluation (HPE) and demographic measures. The program made a statistically significant impact on differences in the EIRS scores between groups (P=0.001). Among the EIRS subcategories, "appraising and expressing emotions in self" and "regulating emotions in others and handling relationships" significantly increased over the course of the program for the experimental group. The KPDSS was significantly different between groups as well (P=0.01). Among the KPDSS subcategories, significant increase was found in "hurt pride" for the experimental group. Positive outcomes were also found in the HPE for the experimental group indicated by high preference of the program. In conclusion, the horticultural program was effective for preschool children in improving emotional intelligence and in decreasing daily stress. Further investigations should examine aspects of gardening that have the greatest impact on influencing emotional intelligence and stress reduction.

본 연구는 취학 전 아동의 정서지능 향상과 스트레스 완화에 미치는 원예 프로그램의 효과를 알아보기 위해 아동 60명을 대조군과 실험군으로 나누어 실험군 아동들만 4개월 간 총 29회의 원예활동에 참여하였다. 실험군 아동들에게는 연구에 필요한 기초자료 수집과 더불어 정서지능 척도, 유아 일상스트레스 척도, 원예활동 평가지를 측정하였다. 원예활동 실시 전과 후의 정서지능 변화를 비교해 본 결과 원예활동에 참여한 아동들의 정서지능은 대조군 아동들보다 월등히 향상되었으며(P=0.001), 특히 자신의 감정을 인식하고 표현하는 능력과 타인의 감정을 인식하고 조절하는 능력인 "자기인식 표현능력"과 "타인조절 대인관계능력" 에서 높은 점수를 보였다. 원예활동 참여는 일상 스트레스 완화에도 긍정적인 영향을 미쳤으며(P=0.01), 특히 "자존감 손상"에 효과적인 것으로 나타났다. 원예활동 평가지의 결과를 통해 아동들은 원예활동을 즐겁고 재미있게 받아들였으며 직접 참여하고 길러본 경험이 많은 식물활동일수록 더욱 선호하는 것으로 나타났다. 이러한 원예활동에 대한 긍정적 평가는 정서적인 효과로까지 이어진 것으로 보인다. 본 연구의 결과를 통해 취학 전 아동을 대상으로 한 원예활동은 정서 불안정과 일상 스트레스에 지쳐있는 우리 아동들을 건강한 몸과 마음을 가진 하나의 인격체로 바르게 성장하도록 돕는데 효과적인 대안이 될 수 있을 것으로 보인다.

Keywords

References

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