감정코칭이 만 3세 유아의 자기조절력에 미치는 영향

Abstract

The purpose of this study aims to investigate the effect of emotional coaching on the self-regulation ability of infants aged 3 and to provide emotional coaching teaching strategies for the development of self-regulation ability of infants. To this end, an experimental study was conducted on 30 infants attending a daycare center in a city in Gyeonggi-do, 15 infants in a daycare center were selected as experimental groups and 15 infants in a daycare center as comparative groups. As a test tool, Lee Jung-Ran (2003)'s self-regulation test for parents was used as a tool modified by Kim Hwa-Ja (2008). The summary of the results of this study is as follows. First, as a result of the self-regulation test of infants, it was found that the experimental group had a statistically significant difference than the comparative group. Second, it was found that there was a significant difference between self-inspection and self-control, which are higher factors for the self-regulation ability of infants, according to the emotional coaching teaching strategy. Third, it was found that early childhood personality education activities using emotional coaching had significant differences in self-evaluation, self-determination, behavior suppression, and emotionality, which are sub-factors of self-regulation.