본 연구의 목적은 발도르프 유아교육의 라이겐을 우리나라 문화와 정서에 맞추어 적용해 봄으로써, 이를 통하여 유아들의 정서지능에는 어떠한 영향을 미치는지 알아보고자 하였다. 본 연구의 대상은 강원도에 소재한 2개의 병설유치원에 재원중인 만5세 종일반 유아 42명으로 연구 도구는 유아의 정서 지능을 측정하기 위하여 이병래(1997)가 제작한 교사용 평정 유아정서지능 검사도구와 본 연구자가 구성한 라이겐 활동을 사용하였다. 연구 결과, 발도르프 유아교육의 라이겐 활동은 유아의 정서지능과 그 하위요소인 자기인식 및 표현능력, 자기조절능력, 타인인식능력, 타인조절 및 대인관계능력에 통계적으로 유의한 차이가 있는 것으로 나타나 유아의 정서지능에 긍정적인 영향을 미친 것으로 나타났다. 이는 발도르프 유아교육의 라이겐 활동으로 유아가 교사의 사랑이 담긴 긍정적인 정서적 배려를 경험함으로써 타인과의 감정 공유에 대한 자연스러운 정서적 경험이 자연스럽게 도출 되었을 것으로 보여지며, 교사와 또래들 간의 상호작용을 통해 서로 돕고 배려해주며 이해하는 친 사회적 행동도 함께 증진 될 수 있도록 하는 기회제공이 필요하다는 것을 시사한다.

The purpose of this study was to examine the effects of Reigen activities of Waldorf early childhood education on the emotional intelligence of the young children. For the purpose, following research questions were set up: 1. How about the influence for the emotional intelligence of young children's the Reigen activites of the Waldorf early childhood education? 1-1. How about oneself recognition and the influence for the articulacy in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-2. How about the influence for the ability for oneself adjustment in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-3. How about the influence for the ability for another person recognition in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? 1-4. How about another person adjustment and the influence for the adult-affiliated ability in the emotion intelligence low rank element of young children's the Reigen activity of the Waldorf early childhood education? Results of this study were as follows: First, the Reigen activities of Waldorf early childhood education made statistically significant differences to the emotional intelligence of the young children's(p< .001). It implied that the Reigen activities of Waldorf early childhood education had a positive impact on the emotional intelligence of the young children's. Second, the Reigen activities of Waldorf early childhood education made statistically significant differences to the self-awareness and expression skills of the young children's, one of the emotional intelligence subfactors(p< .01). It denoted that the Reigen activities of Waldorf early childhood education exercised a positive influence on the self-awareness and expression skills of the young children's. Third, the Reigen activities of Waldorf early childhood education made statistically significant differences to the self-regulation skills of the young children's, one of the emotional intelligence subfactors(p< .001). It indicated that the Reigen activities of Waldorf early childhood education affected the self-regulation skills of the young children's in a positive manner. Fourth, the Reigen activities of Waldorf early childhood education made statistically significant differences to the others-awareness of the young children's, one of the emotional intelligence subfactors(p< .01). It suggested that the Reigen activities of Waldorf early childhood education impacted on the others-awareness skills of the young children's in a positive way. Fifth, the Reigen activities of Waldorf early childhood education made statistically significant differences to the others-regulation and interpersonal skills of the young children's, one of the emotional intelligence subfactors(p< .05). It showed that the Reigen activities of Waldorf early childhood education had a positive impact on the others-regulation and interpersonal skills of the young children's.

• 김향숙 | Kim Hyang-Suk