The purpose of this study is to clarify whether Tea-Etiquette Education during early childhood, the decisive period regarding active physical development, has positive effects on physical development of children by having them experience general tradi...
The purpose of this study is to clarify whether Tea-Etiquette Education during early childhood, the decisive period regarding active physical development, has positive effects on physical development of children by having them experience general traditional cultures, get familiar with them, and act in reflection of them.
To achieve the purpose, 22 6-year-old children at Y kindergarten located in Gwanak-gu, Seoul (11 boys, 11 girls) were selected; and Tea-Etiquette Education was conducted 10 times in total once a week for 10 weeks from Sep. 1 to Nov. 3, 2008. By measuring the movement abilities before and after the Tea-Etiquette Education, the extent of movement development was compared. In this procedure, study methods of Byeongdong Kang(2002) and Wongyeong Son(2004) were selected, and some of the items were revised and complemented. 10 items to measure gross-motor movement abilities and 8 items to measure fine-motor movement abilities were utilized.
For statistical analysis, SPSS 14.01 was adopted as the statistical measuring program, the effects of the program for each item of movement development (gross-motor·fine-motor) before and after the implementation of the program were determined, and the difference in movement development items according to the gender was compared. The values indicating difference at each movement development item were calculated for the average and standard deviation, which was followed by t-test.
The results in application of these study methods are as follows:
First, as for difference of gross-motor and fine-motor before and after the implementation of the Tea-Etiquette Education, the difference in gross-motor and fine-motor movement development was statistically P<.01, which is significant difference.
As for difference for each measuring item of gross-motor movement before and after the Tea-Etiquette Education, 'running with the knees up,' 'running with things in hands,' and 'going up and down steps on the stairs' showed significant difference of P<.001. As for general movement areas, the locomotion area showed significant difference of P<.001, and the balance area P<.05. No significant difference was shown in the operation area but in the prior mean(2.14) and posterior mean(2.30).
Regarding difference shown in each measuring item of fine-motor movement before and after the implementation of Tea-Etiquette Education, 'classifying colors,' 'following one's drawing, 'drawing while observing,' and 'drawing lines' in writing with fingers showed significant difference of P<.001. As for arms and hand-writing, 'using chopsticks' and 'using scissors' showed significant difference of P<.01. As for 'folding paper,' difference was shown in the prior mean(2.59) and posterior mean(2.81). No difference was shown in the average and standard deviation as to playing with blocks since all children completed block piling before and after the education alike. As for movement areas, adjustment and operation/cooperation areas showed significant difference of P<.001.
Second, as for difference of effectiveness in each item of gross-motor movement according to the gender after the implementation of Child Tea-Etiquette Education, only 'running with things between the lips' showed significant difference of P<.05, and ‘running with knees up(male average .82, female average .37)’ and ‘walking on the straight line(male average .00, female average .36)’ showed difference in the average.
As for difference of effectiveness in each item of fine-motor movement according to the gender after the implementation of Tea-Etiquette Education, only 'folding paper' showed significant difference of P<.01, and ‘following one's drawing(male .72, female .36)’ and ‘using chopsticks(male 1.18, female .64)’ showed difference in the average.
In conclusion, since Tea-Etiquette Education provides many opportunities to practice various motions, children can experience physical growth and development through it. Thus, it is very desirable to learn Tea-Etiquette Education during childhood.