Abstract
To grasp the effect of indoor horticultural activity program on emotional intelligence, social ability, and school adaptability of children in single-parent families, the program was conducted after dividing the participants into experimental group and control group consisting of 10 participants in each group. First, horticultural activity was effective in improving emotional awareness, emotional expression, empathy, emotional control, and emotional utilization in emotional intelligence. Second, horticultural activity was effective in improving sociability, interpersonal adaptability, social participation, and directedness, but it was not effective in improving popularity. Third, horticultural activity was effective in improving peer relationship and school class, but it was not effective in improving relationship with teachers and observing school regulation.
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