KMP의 「Tension flow rhythms」를 적용한 유아율동심리교육 프로그램 모형개발

Abstract

This study looked into young children’s developmental psychology, dance/movement therapy principle, and movement analysis principle based on a documentary research on Freud’s psychosexual theory and KMP(Kestenberg Movement Profile)’s Tension flow rhythms. It devised 10 kinds of early childhood psychological rhythms according to the tension flow rhythms by having this as a theoretical ground, demonstratively applied this to early childhood education institution, and then developed a model of early childhood dance education program through collecting the responses of young children and the opinions of present teachers and experts. 3 joint researchers developed the program with 5 stages based on Instructional Systems Design model and ADDIE(Analysis, Design, Development, Implement, Evaluation) model through the 14-month research period, and formed a model of program with educational objective & goal, compositional principle, contents, teacher's role, and evaluative method. The purpose of this study is to develop a model of early childhood dance education program, which was formed suitably for young children's developmental level, by devising children's rhythmic movement according to developmental rhythm that young children come to have innately, and is to be conducive to children’s holistic development and to allow children's parents and present teachers to recognize importance of early childhood dance education by applying this to the early childhood education field. Through this study, the aim is to suggest the followings on the results of development in the model of early childhood dance education program based on young children’s developmental rhythm. First, the experience of diversely physical activities through early childhood rhythm is expected to be likely helpful for expanding young children's thought and enhancing creativity by improving physical development and physical ability and by allowing them to experience variously expressive methods. Second, young children's experience of physical activities is expected to be likely conducive to young children's psychological stability by making young children experience the psychological & emotional satisfaction and achievement. Third, the development in a program proper especially for young children aged 5-7 at kindergarten and child care center is expected to be likely useful for enhancing young children's peer relationship and sociality through the early childhood dance psychology education program.