그림책과 미술 매체를 활용한 정서교육 프로그램이 경계선 지능 아동의 정서지능과 자아존중감에 미치는 효과

Abstract

This study investigated the effects of a 12-session emotional education program using picture books and art activities on emotional recognition, emotional expression, and self-esteem in children with borderline intellectual functioning (BIF). Participants consisted of 10 early elementary school children in Seoul with full-scale IQ scores ranging from 71 to 84, randomly assigned to an experimental group (n=5) or a waitlist control (n=5). A pretest-posttest-follow-up (1 month) controlled design was employed. The program was based on Mayer and Salovey’s emotional intelligence theory and the social and emotional learning (SEL) framework, with a focus on emotional recognition and expression. Structured picture book reading and art activities were implemented alongside cognitive-behavioral techniques, including emotion labeling, modeling, and repeated practice. The results indicated that the experimental group showed significant improvements in emotional recognition and expression at posttest and follow-up, whereas no significant changes were observed in the control group. Self-esteem also significantly increased in the experimental group. These findings suggest that an emotional education program that integrates picture book and art would be an effective and developmentally appropriate type of intervention capable of enhancing emotional intelligence and self-esteem in children with BIF.