ScholarWorks@숙명여자대학교

초록

This study examined the effects of a picture book–based social-emotional music education program for young children on arts instructors’ social-emotional competence and musical pedagogical content knowledge (PCK). A 20-session program was implemented with 35 arts instructors working in early child hood education settings, focusing on four core components of social-emotional learning: self-awareness, self-management, social awareness, and relationship management. The program consisted of five phases —picture book storytelling, musical exploration, bodily expression, instrumental performance, and crea tive activities—and was delivered twice a week for 120 minutes per session over five weeks in a blended online–offline format. Pre- and post-tests were conducted to measure changes in music pedagogical con tent knowledge(curriculum, content, teaching and learning methods, and learners) and social-emotional competence (self-awareness, self-management, social awareness, and relationship management). The col lected data were analyzed using paired-samples t-tests. The results indicated that arts instructors’ music pedagogical content knowledge and social-emotional competence improved significantly across all sub domains after participation in the program. These findings suggest that a social-emotional learning based teacher education program integrating picture books and music is an effective approach to simul taneously enhancing arts instructors’ instructional competence and emotional professionalism. This study provides empirical support for the necessity of systematic teacher education programs to foster the pro fessional development of early childhood arts instructors and offers theoretical and practical implications for implementing music education integrated with social-emotional learning in early childhood settings.

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