ScholarWorks@숙명여자대학교

초록

This study investigates the effects of group instrumental music activities, focused on therap eutic music interventions, on social skills and peer attachment among first-grade elementar y school students. The participants were 30 first-grade children enrolled in an elementary school in J City, B, divided into an experimental group of 15 children and a control group of 15 children. After conducting pre-tests, the experimental group received instrumental music activities twice a week for 6 weeks, with 40 minutes per session, totaling 12 session s. The control group did not receive any therapeutic music intervention. Post-tests were conducted using the same scales. The social skills scale used in this study was developed by Jeong Beom-mo (1971) and supplemented by Shim Gyeong-il (2004) and Yang Myeong -sook (2005), and the peer attachment scale was the IPPA (Inventory of Parent and Peer Attachment) developed by Armsden and Greenberg (1987) and restructured by Jeon Eun-K yung (2016). The study results are as follows: First, the experimental group showed signific ant improvement in social skills from pre-test to post-test, with a statistically significant difference compared to the control group's post-test scores. In particular, the most crucial change was observed in the sub-factor of 'independence.' Second, the experimental group also showed significant improvement in peer attachment from pre-test to post-test, with a statistically significant difference compared to the control group's post-test scores. The most important change was observed in the 'alienation' sub-factor. Based on these finding s, it can be concluded that group instrumental music activities positively influenced the improvement of social skills and peer attachment among first-grade elementary school stud ents. This suggests that such activities can aid school adaptation and promote healthy devel opment during the critical transition into the developmental school-age stage.

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