본 연구는 유아의 자기존중감 기르기 교육활동 경험이 일상적 스트레스 상황에서 유아의 반응에 어떠한 영향을 미치며, 그 영향이 지속되는지를 알아보는데 그 목적이 있다. 이를 위해 충청북도 충주시에 소재하고 있는 2개 사립유치원 2학급에 재원 중인 만 5세 유아 60명(실험집단30명, 통제집단30명)을 대상으로 연구를 실시하였다. 실험집단 유아들은 자기존중감 기르기 교육활동을 12주동안 주 3-5회 유아 1인당 56회 실시 하였다. 자기존중감 기르기 교육활동의 경험이 유아의 일상적 스트레스에 미치는 영향이 어떠한지 알아보기 위해 염현경(1998)의 한국형 유아의 일상적 스트레스 검사(KPDSS)를 사용하여 집단 간 사전·사후·추후 검사 결과에 대해 문항별 평균과 표준편차를 산출하고 사후 검사의 점수에서 사전 검사의 점수를 뺀 증가분을 t검증하였다. 그 결과 실험집단 유아들의 유아의 일상적 스트레스 상황 중 ‘비난·공격적 상황 접함’ 상황과 ‘불안·좌절감 경험’에서 실험 집단과 통제 집단 간에 유의미한 차이가 있는 것으로 나타났다. 또한 실험 집단 유아의 경우 자기존중감 기르기 교육활동을 경험한 10주 후에도 통제 집단 간에 유의미한 차이가 지속되고 있는 것으로 나타났다.

The purpose of this study was to investigate how experiencing activities to foster self-esteem affects young children's response on daily stress and whether those effects continue. For the purpose, following research questions were set up: 1. How does experiencing activities to foster self-esteem affect young children's response on daily stress situation? 1-1. How does experiencing activities to foster self-esteem affect young children's response on criticized-violent situation? 1-2. How does experiencing activities to foster self-esteem affect young children's response on anxious-distressful situation? 1-3. How does experiencing activities to foster self-esteem affect young children's response on pride-hurt situation? 2. Do the effects of experiencing activities to foster self-esteem continue? Participants for this study were 60 five-year-old children attending private kindergartens in Chungju, Chungbuk, among whom 30 children (17 boys and 13 girls) were assigned to the experimental group while 30 children (19 boys and 11 girls) were assigned to the control group. The children's mean age was five years and eight months, consisting of five years and eight months for the experimental group(boys: five years and nine months, girls: five years and eight months) and five years and seven months for the control group(boys: five years and nine months, girls: five years and six months). The instrument was Yeom(1998)'s "Korean Preschool Daily Stress Scale(KPDSS)" And "Activities to foster Self-esteem," which was reconstructed by Han(2009), were conducted for 12 weeks by three or five times per week, and totally 56 times per child. The means and standard deviations of young children's daily stress were first computed by data collection time(pre, post, and following test). In order to detect group differences of pre- and post-test scores, a series of t-tests were run on the incremental scores that were computed by subtracting pre-test score means from post-test score means from following test score. And repeated two-way ANOVA between experimental and control group were performed to find out the continuous effects of experiencing activities to foster self-esteem. Results of this study were as follows. First, there was significant group difference of young children's response on daily stress situation by experiencing activities to foster self-esteem between the experimental and control groups. And there were significant group differences of young children's response on 'criticized-violent situation' and 'anxious-distressful situation' among daily stress situations. Second, the effects of experiencing activities to foster self-esteem had continued after 10 weeks of experiencing activities to foster self-esteem.

• 정영주(충주 우암유치원 교사) | Joung, Young ju