초록 열기/닫기 버튼
본 연구는 ‘FIRST STEP Next’(FSN) 프로그램의 유아 문제행동 감소, 유아 사회정서역량 및 교사의 사회정서교수역량에 대한 효과 파악을 목적으로 한다. 대상은 만 5-6세의 심각한 문제행동이 있는 학령전기 유아 5명과 그 유아가 속한 학급 유아 43명, 그리고 그들의 담임교사 5명이다. 유아가 갖는 문제행동에 대한 단일대상분석법, 학급 전체 유아들의 사회정서역량 변화에 대한 실험통제집단 사전사후분석, 교사의 사회정서교수역량 변화에 대한 사전 사후 그래프 분석을 하였다. 연구결과 첫째, 프로그램은 연구 참여 유아의 문제행동 감소에 효과가 있는 것으로 나타났고, 이는 중재 철회 후에도 그 효과가 유지되었다. 둘째, 프로그램에 참여한 학급 유아들의 사회정서역량증진에 효과가 있는 것으로 나타났다. 마지막으로, 프로그램은 참여교사의 사회정서교수역량을 촉진하는데 효과가 있었다. 본 연구결과를 기반으로 유아를 위한 문제행동 중재 방향 및 사회정서역량 향상을 위한 적용방안을 논의하였다. 추가적으로 연구의 제한점과 후속연구를 제시하였다.
This study aims to find out the effectiveness of FIRST STEP Next program on the reduction of challenging behaviors and promotion of social emotional competences of young children as well as promotion of social-emotional teaching competences of early childhood teachers. Subjects were 5 young children aged 5-6 years old with serious challenging behaviors who meet the criteria of this program, 43 peers in their class, and 5 teachers in their homeroom. Data was analyzed using a single subject analysis for the target children’s challenging behaviors, a pre- and post-test experimental group analysis for the change in social emotional competency of peers in the classes, and pre- and post-graph analysis of the change in the teachers’ social emotional teaching competency. Results are as follow. First, the FIRST STEP Next program was effective in reducing the target children’s challenging behaviors, and the effect was maintained after withdrawal of intervention. Second, it was effective in enhancing the social emotional competencies of children in the class who participated in the program. Lastly, the program was effective to promote the social emotional teaching competency of participating teachers. Intervention direction for challenging behavior for young children and the application strategy for improving social-emotional competence were discussed. Additionally, limitations and suggestions for further research has been followed. This study aims to find out the effectiveness of FSN program on the reduction of challenging behaviors and promotion of social emotional competencies of young children as well as promotion of social-emotional teaching competencies of early childhood teachers. The subjects were 5 young children aged 5 to 6 with serious challenging behaviors who meet the criteria of this program, 43 peers in their class, and 5 teachers in their homeroom. The collected data was analyzed using a single subject analysis for the target children’s challenging behaviors, a pre and post-test experimental group analysis for the change in social emotional competency of peers in the classes, and a pre and post-graph analysis of the change in the teachers’ social emotional teaching competency. Results are as follows: First, the FIRST STEP Next program was effective in reducing the target children’s challenging behaviors, and the effect was maintained after withdrawal of intervention. Second, it was effective in enhancing the social emotional competencies of children in the class who participated in the program. Lastly, the program was effective to promote the social emotional teaching competency of participating teachers. Intervention direction for challenging behavior for young children and the application strategy for improving social-emotional competence were discussed. Additionally, limitations and suggestions for further research has been followed.
키워드열기/닫기 버튼
FIRST STEP Next program social emotional competency social emotional teaching competency challenging behavior
