This study attempted to examine the effects of horticultural activities based on various techniques on care class children’s emotional intelligence and peer competence and to analyze the correlation between the two factors. For this study, an experiment was conducted with 12 care class students who were 1 st ～2 nd graders at P Elementary School in D Metropolitan City. The horticultural activities consisted of plant growing, horticultural arts, and flower arrangement, and each activity was applied five times in a repeated pattern. After the horticultural activities, the children’s mean emotional intelligence was improved significantly from 26.7±6.7 to 30.8±6.9 (P=.007). In particular, empathy and emotion regulation ability showed a remarkable improvement. Peer competence was also improved by 3.9 points from 47.9±13.7 to 51.8±9.3 after the horticultural activities, but the difference was not significant (P=.255). However, a correlation was not observed between the two factors.

Ⅰ. 서론
 Ⅱ. 연구방법
  1. 연구대상
  2. 연구도구
 Ⅲ. 결과 및 고찰
  1. 정서지능의 변화
  2. 또래유능성의 변화
  3. 정서지능과 또래유능성의 상관관계
 Ⅳ. 적요
 Ⅴ. References

• 김연희(대구가톨릭대학교 디자인대학원 플로랄디자인과) | Yeoun Hee Kim
• 윤숙영(대구가톨릭대학교 환경원예조경학부) | Suk Young Yun Corresponding author
• 최병진(대구가톨릭대학교 환경원예조경학부) | Byung Jin Choi
• 이나희(대구미래대학교 원예디자인과) | Na Hee Lee