논문 상세보기
pp.353-359
본 연구는 심기와 꽃장식 등 단일 원예활동이 발달장애아동의 사회･정서발달과 자기표현 향상에 미치는 영향에 대하여 알아보고자 실시되었다. 대구광역시의 한 장애인 복지관의 조기교육실을 이용하는 발달장애아동 12명 중 6명에게는 심기 활동을, 나머지 6명에게는 꽃장식 활동을 각각 총 10회 실시하게 하였다. 원예활동 전과 후의 사회･정서 발달 정도를 분석한 결과, 꽃장식 집단이 심기 집단보다 전체 점수는 19.16점 높게 나타났다 (P<0.05). 하위항목별로도 꽃장식 집단이 내적 통제에서 4.90점 (P<0.05), 동료와의 상호작용에서 8.16점 (P<0.01)과 호기심에서 3.40점 (P<0.01) 높게 나타났다. 원예활동에 의한 자기표현 향상 정도를 측정한 결과 또한 꽃장식 집단이 전체점수는 7.27점 (P<0.05) 높게 나타났다. 하위항목별로도 꽃장식 집단이 지적 표현에서 1.60점 (P<0.05)과 사회적 표현에서 1.40점(P<0.05), 신체적 표현에서 2.73점 (P<0.01) 높게 나타났다. 이상의 결과를 종합해보면 꽃장식 활동이 심기 활동보다 발달장애아동의 사회･정서발달과 자기표현 향상에 효과적이라는 것을 알 수 있었다. 결론적으로 감각을 자극할 수 있는 꽃을 사용하는 원예활동이 발달장애아동의 사회･정서 발달과 자기표현 향상에 긍정적인 효과를 주었다고 할 수 있다.
The purpose of this study was to investigate the effects of single horticultural activities including planting and flower arrangement activities on the socio-emotional development and the enhancement of self-expression in children with developmental disabilities. Among 12 children with developmental disabilities who use early childhood education class in a welfare center for the disabilities located in Daegu, 6 children were provided with planting activities and the rest were provided with flower arrangement activities, with 10 sessions for each group. The analysis of the levels of socio-emotional development before and after the horticultural activities indicated that the total score was 19.16 points higher in flower arrangement group than the level in planting group (P<0.05). In terms of sub-items, flower arrangement group had 4.90 points higher in Inner Control (P<0.05), 8.16points higher in Interaction with peers (P<0.01), and 3.40 points higher in curiosity (P<0.01) sub-items than planting group. The results of measuring the degree of self-expression enhancement after the horticultural activities also show that the total score was 7.27 points higher (P<0.05) in flower arrangement group than the one in planting group. Regarding sub-items, the scores were 1.60 higher in intellectual expression (P<0.05), 1.40 higher in social expression (P<0.05), and 2.73 higher in physical expression (P<0.01) sub-items for flower arrangement group compared to scores from planting group. The summary of results above indicates that flower arrangement activities were more effective in enhancing self-expression in children with developmental disabilities than planting activities. In conclusion, horticultural activities requiring flowers that stimulate the senses gave positive effects on the socio-emotional development and the enhancement of self-expression in children with developmental disabilities.
