본 연구는 발달적 독서치료 프로그램을 활용하여 친구나 동생과의 상호작용에 어려움이 있다고 부모에 의해 보고된 만 4세와 만 5세를 대상으로 정서문제 유형별로 발달적 독서치료 프로그램을 실시하여 유아의 정서지능에 어떠한 영향을 미치는가를 검증하였다. 자료는 공분산 분석을 통하여 프로그램 효과차이를 분석하였다. 본 연구결과는 첫째, 발달적 독서치료 프로그램은 유아의 정서지능을 향상시키는 것으로 나타났다. 정서지능의 하위요인인 정서의 인식과 표현, 정서에 의한 사고촉진, 정서적 지식의 활용, 정서 반영적 조절 모두에서 통계적으로 유의미한 효과가 나타났다. 둘째, 발달적 독서치료 프로그램은 유아의 문제유형(친구/동생)에 따른 정서지능의 차이는 나타나지 않았다. 셋째, 발달적 독서치료 프로그램은 유아의 연령(만 4, 5세)에 따른 차이는 나타나지 않았다.

The purpose of this study was to develop the bibliotherapy program for children suitable to solve emotional problems, also it's to find out how does the bibliotherapy program have influences on young children's emotional intelligence. Research questions were as follows. first, what influences does the developmental bibliotherapy program have on young children's emotional intelligence? Second, what different influences does the developmental bibliotherapy program have on young children's emotional intelligence by tape of children's emotional problems? Third, what different influences does the developmental bibliotherapy program have on young children's emotional intelligence by children's age? The subjects of this study were 74(4 or 5 years old) children. The instruments used to assess their emotional intelligence was [Emotional Intelligence Evaluationg Tool for Children] developed by Lee, Young-Ja, Lee Jong-Sook, and Shin Eun-Soo(2000). The result of this study could be summarized as follows. First, emotional intelligence of the experimental group in the developmental bibliotherapy program has been improved more that of the control group with higher marks in sub-categorial elements of emotional intelligence such sa recognition and expression on emotion, facilitating thoughts by emotion, utilizing emotional knowledge, and reflective control of emotion. Second, in the difference of emotional intelligence by type of emotional problems after the developmental bibliotherapy program, the program does not have special influences on children's emotional intelligence. Third, in the difference of emotional intelligence by age after the developmental bibliotherapy program, there was no big difference.

The purpose of this study was to develop the bibliotherapy program for children suitable to solve emotional problems, also it's to find out how does the bibliotherapy program have influences on young children's emotional intelligence. Research questions were as follows. first, what influences does the developmental bibliotherapy program have on young children's emotional intelligence? Second, what different influences does the developmental bibliotherapy program have on young children's emotional intelligence by tape of children's emotional problems? Third, what different influences does the developmental bibliotherapy program have on young children's emotional intelligence by children's age? The subjects of this study were 74(4 or 5 years old) children. The instruments used to assess their emotional intelligence was [Emotional Intelligence Evaluationg Tool for Children] developed by Lee, Young-Ja, Lee Jong-Sook, and Shin Eun-Soo(2000). The result of this study could be summarized as follows. First, emotional intelligence of the experimental group in the developmental bibliotherapy program has been improved more that of the control group with higher marks in sub-categorial elements of emotional intelligence such sa recognition and expression on emotion, facilitating thoughts by emotion, utilizing emotional knowledge, and reflective control of emotion. Second, in the difference of emotional intelligence by type of emotional problems after the developmental bibliotherapy program, the program does not have special influences on children's emotional intelligence. Third, in the difference of emotional intelligence by age after the developmental bibliotherapy program, there was no big difference.

developmental bibliotherapy, emotional intelligence, picture book