The purpose of this study is to construct a family-connected program using picture books and apply it to infants aged 1 and 2 to verify its effectiveness. The research problems set in this study are as follows. First, what is the composition of the f...
The purpose of this study is to construct a family-connected program using picture books and apply it to infants aged 1 and 2 to verify its effectiveness. The research problems set in this study are as follows. First, what is the composition of the family-connected program using picture books? Second, what is the effect of applying the family-connected program using picture books? In order to construct a family-connected program using picture books, reference materials related to picture books, emotional intelligence, and family-connected program linked were reviewed and parental needs were investigated. Based on this, the program's draft was organized, and the program was organized by correcting and supplementing problems through expert consultation. The family-connected program is an education in which teachers and parents who connect families with daycare centers cooperate. Expecting that the family-connected program will have an effect on the development of emotional intelligence in infants, we investigated to see if there is a difference between reading picture books with doing daily activities and reading picture books with conducting family-connected programs together. The subjects of this study are 34 infants aged 1 and 2 (17 in the experimental group and 17 in the comparative group) who are enrolled in Daycare Center A and Daycare Center B located in I City. Among them, Daycare Center A was divided into an experimental group that applied picture book reading and family-connected programs, and Daycare Center B was divided into a comparative group that applied picture book reading. The family-connected program conducted a total of 16 weeks from June 7, 2022 to September 30, 2022. The evaluation tool used in this study is an infant emotional intelligence scale test paper. Based on the conceptual model of emotional intelligence revised by Mayer and Salovey(1997) and Kim Kyeung-hee(1998) to measure the emotional intelligence of infants aged 1 and 2, the Choi Mi-sun(2017) test paper used for infants was modified and used for this study. The revised test paper was divided into before and after the application of the family-connected program, and the test was conducted. The survey data collected for this study were statistically processed using the SPSS Ver25.0 program, and if homogeneity was not confirmed, it was treated with covariance analysis (ANCOVA). Infant emotional intelligence was measured in a total of six categories: 'recognition and expression of self-emotion', 'self-emotion control and impulse control', 'use of self-emotion', 'recognition and expression of other emotions', 'personal relationship technology (with teacher), and 'personal relationship technology (with peer). The statistical analysis of the effect of applying the family-connected program using picture books showed the following results. First, when comparing the treatment of the experimental group and the comparative group with descriptive statistics, it showed positive effects in all items. In particular, the experimental group showed a higher value than the comparative group, and it was confirmed that the implementation of family-connected programs along with picture books had a positive effect on the development of emotional intelligence of infants. Second, as a result of conducting a t-test between groups divided into the total age, 1 year old, and 2 years old, some differences between items were found to explain for this study. In the case of total age, statistical significance was observed in the remaining four items except for the variables of "personal relationship technology (with teacher)" and "personal relationship technology (with peer)." In the case of the 1-year-old, there was a positive effect on the variables of "self-emotional control and impulse suppression," "use of self-emotional," and "recognition and response to other emotions." In the case of the 2 year olds, statistically significant results were shown in the variables of "self-emotional control and impulse control" and "personal relationship technology (with peer)." These statistic results were found to be much more affected by 1 year olds than 2 year olds, so it could be inferred that it is more effective to implement family-connected programs early. Through the results of this study, it is noteworthy that the effect of implementing a family-connected program is clear in the category of "self-emotional control and impulse control." Through this, it was verified through this study that the home-connected program is effective in dealing with emotional control such as stubbornness, bitter tears, etc. of infants raised in the need for research. In comclusin, in this study, it was confirmed that the impact of the implementation of the family-connectedd program along with reading picture books on the emotions of infants aged 1 and 2 was clearly effective through comparative analysis between the experimental group and the comparative group. Considering that family-connected programs are much more effective in developing emotional intelligence when implemented together with existing studies that promote emotional intelligence through picture book reading, it is expected to help infants develop emotional intelligence.