그림책 연계 점토놀이로 나타나는 영아의 정서지능 반응

Abstract

Objectives In this study, the responses of emotional intelligence to picture book-linked clay play were analyzed through participatory observation for two-year-old infants. Methods For the objectives of this study, the responses of emotional intelligence were explored by dividing it into three categories including emotional recognition and expression, emotional thinking promotion, and emotional control and seven sub-areas and by analyzing through direct observation and reinterpretation for the two-year- old infants of kindergarten in I city in Gyeonggi-do province. Results The responses of emotional intelligence of infants expressed through picture book-linked clay play are as follows. First, the responses of emotional recognition and expression were divided into three categories: imitation, immersion, and creative expression. Second, the emotional thinking promotion responses were divided into two categories: emotional interaction and symbolic play. Third, emotional control responses were divided into two types: emotional conversion and retrying. Through participatory observation, the various responses of clay play were found to have positive effects, and the effect of clay play on emotional development was found out. Conclusions The clay play linked to picture books for two-year-old infants showed positive effects on the emotional intelligence responses by reading picture books related to emotions and expressing prior experiences with easy through clay play.