유아교육 기관의 만 5세 유아들에게 치료적 집단음악활동을 실시하고 정서지능의 향상 여부와 사전 정서지능의 수준에 따른 효과 차이를 알아보았다. 연구 결과, 실험집단의 정서지능 총점과 4개 하위요인(자기 정서의 이용, 타인정서의 인식 및 배려, 감정조절과 충동억제 및 교사와의 관계 요인)에서 유의한 증진을 보였다. 또한 감정조절과 충동억제 요인에서는 사전 정서지능이 높은 집단이 더 많은 증진을 나타내었으나, 총점과 나머지 5개 하위요인에서는 사전 정서지능이 높은 집단과 낮은 집단 간에 비슷한 증진을 보였다. 이러한 결과는 정서지능 증진을 위한 치료적 음악활동의 유아교육 현장에 대한 적용가능성과 시사점 및 정서지능 수준에 따른 적용 방법론 등의 측면에서 논의되었다.

This study examines whether group therapeutic music activities can enhance kindergarten children's general emotional intelligence to the extent that there are demonstrable differences between emotional intelligence scale pre-scores and post-scores in an experimental group. Each of the experimental and control groups consisted of 30 five year old children. The music therapy program was developed by researchers who were trained in music therapy and reviewed by a professional music therapist. Based on Goleman's (1997) theory of emotional intelligence, the program emphasizes 5 sub-areas: knowing one's emotions and expression of same, recognizing emotions in others, motivating oneself, managing emotions, and handling relationships. The program was implemented for 17 thirty minute sessions over a 6 week period. A checklist of emotional intelligence indicators was used before and after the music activities program. T-test and covariance analysis were applied to test the effects of the program. The results reveal that the program did enhance young children's emotional intelligence effectively. Moreover, the program had equal effectiveness for the experimental group's low and high groups which emerged in the analysis of the emotional intelligence pre-scores. This held true in all the areas except that of managing emotions. These results are discussed in terms of the applicability and practical methodology of music therapy to early childhood education settings.

This study examines whether group therapeutic music activities can enhance kindergarten children's general emotional intelligence to the extent that there are demonstrable differences between emotional intelligence scale pre-scores and post-scores in an experimental group. Each of the experimental and control groups consisted of 30 five year old children. The music therapy program was developed by researchers who were trained in music therapy and reviewed by a professional music therapist. Based on Goleman's (1997) theory of emotional intelligence, the program emphasizes 5 sub-areas: knowing one's emotions and expression of same, recognizing emotions in others, motivating oneself, managing emotions, and handling relationships. The program was implemented for 17 thirty minute sessions over a 6 week period. A checklist of emotional intelligence indicators was used before and after the music activities program. T-test and covariance analysis were applied to test the effects of the program. The results reveal that the program did enhance young children's emotional intelligence effectively. Moreover, the program had equal effectiveness for the experimental group's low and high groups which emerged in the analysis of the emotional intelligence pre-scores. This held true in all the areas except that of managing emotions. These results are discussed in terms of the applicability and practical methodology of music therapy to early childhood education settings.