다중지능이론에 기초한 유아음악교육 프로그램이 유아의 전인 발달에 미치는 효과 (The) Effects of a Musical Instruction Program Based on the Multiple Intelligence Theory on the Kindergarteners' Holistic Development원문보기
본 연구는 다중지능이론에 기초한 음악프로그램이 유아의 전인발달에 미치는 영향과 음악적 지능에 미치는 영향을 규명하는데 그 목적을 두었다. 이러한 목적을 달성하기 위하여 다음과 같은 두 가지 연구문제를 설정하였다.
1. 다중지능이론에 기초한 음악교육프로그램이 유아의 전인발달에 미치는
영향은 어떠한가?
1-1. 다중지능이론에 기초한 음악교육프로그램이 유아의 신체발달에 미치는 영향은 어떠한가?
1-2. 다중지능이론에 기초한 음악교육프로그램이 유아의 언어발달에 미치는 영향은 어떠한가?
1-3. 다중지능이론에 기초한 음악교육프로그램이 유아의 정서발달에 미치는 영향은 어떠한가?
1-4. 다중지능이론에 기초한 음악교육프로그램이 유아의 사회성발달에 미치는 영향은 어떠한가?
1-5. 다중지능이론에 기초한 음악교육프로그램이 유아의 ...
본 연구는 다중지능이론에 기초한 음악프로그램이 유아의 전인발달에 미치는 영향과 음악적 지능에 미치는 영향을 규명하는데 그 목적을 두었다. 이러한 목적을 달성하기 위하여 다음과 같은 두 가지 연구문제를 설정하였다.
1. 다중지능이론에 기초한 음악교육프로그램이 유아의 전인발달에 미치는
영향은 어떠한가?
1-1. 다중지능이론에 기초한 음악교육프로그램이 유아의 신체발달에 미치는 영향은 어떠한가?
1-2. 다중지능이론에 기초한 음악교육프로그램이 유아의 언어발달에 미치는 영향은 어떠한가?
1-3. 다중지능이론에 기초한 음악교육프로그램이 유아의 정서발달에 미치는 영향은 어떠한가?
1-4. 다중지능이론에 기초한 음악교육프로그램이 유아의 사회성발달에 미치는 영향은 어떠한가?
1-5. 다중지능이론에 기초한 음악교육프로그램이 유아의 인지발달에 미치는 영향은 어떠한가?
2. 다중지능이론에 기초한 음악교육프로그램이 유아의 음악적 지능에 미치는
영향은 어떠한가?
본 연구의 대상은 서울시 노원구에 위치한 K유치원의 만 5세 유아 60명(남아 35명, 여아 25명)을 대상으로 실험집단 30명(남아 17명, 여아 13명)과 비교집단 30명(남아 18명, 여아 12명)으로 구성하여 연구하였고, 본 연구에서 사용된 도구는 Shrearer의 다중지능 발달평가 척도(음악지능)와 교육부 고시 제 1998-10호에 따른 유치원 교육과정 해설에서 유아전인발달을 위한 행동 관찰 평가지를 연구 도구로 사용하였다. 연구절차는 2005년 5월 23일부터 5월 29일까지 S시에 소재한 H유치원에서 연구 대상이 아닌 유아 20명을 대상으로 예비연구를 실시하였고 본 연구는 2005년 6월 7일부터 2005년 11월 11일까지 실시하였다.
자료의 분석은 WINDOW용 SPSSWIN. 11.0 프로그램을 운용하여, F검증 및 Fisher's PLSD 검증, 공변량분석(ANCOVA) 등의 통계적 방법을 사용하여 처리하였다.
연구를 통하여 얻어진 결과는 다음과 같다.
첫째, 실험집단의 다중지능 이론에 기초한 음악 교육프로그램을 적용하기 전과 후의 전인발달에는 차이가 있다. 이는 다중지능 이론에 기초한 음악 교육프로그램을 활용한 수업 방법이 유아의 전인발달에 긍정적인 영향을 미쳤다는 것을 알 수 있다. 이러한 결과는 유아의 전인발달을 발달시키기 위해서는 일반적으로 유치원에서 이루어지고 있는 수업보다 다중지능 이론에 기초한 음악 교육프로그램을 적용한 것이 효과적이라는 것을 시사해준다.
둘째, 실험집단의 다중지능 이론에 기초한 음악 교육프로그램을 적용하기 전과 후의 음악적 지능에는 차이가 있다. 이는 다중지능 이론에 기초한 음악 교육프로그램을 활용한 수업 방법이 유아의 음악적 지능에 긍정적인 영향을 미쳤다는 것을 알 수 있다. 이러한 결과는 유아의 음악적 지능을 발달시키기 위해서는 일반적으로 유치원에서 이루어지고 있는 수업보다 다중지능 이론에 기초한 음악 교육프로그램을 적용한 것이 효과적이라는 것을 시사해준다.
이상의 결과를 전제로 다중지능이론에 기초한 유아음악 교육프로그램을 수업에 도입되기 위해서는 교사들을 대상으로 연수 프로그램이 실시․보급되어야 할 것이다.
본 연구는 다중지능이론에 기초한 음악프로그램이 유아의 전인발달에 미치는 영향과 음악적 지능에 미치는 영향을 규명하는데 그 목적을 두었다. 이러한 목적을 달성하기 위하여 다음과 같은 두 가지 연구문제를 설정하였다.
1. 다중지능이론에 기초한 음악교육프로그램이 유아의 전인발달에 미치는
영향은 어떠한가?
1-1. 다중지능이론에 기초한 음악교육프로그램이 유아의 신체발달에 미치는 영향은 어떠한가?
1-2. 다중지능이론에 기초한 음악교육프로그램이 유아의 언어발달에 미치는 영향은 어떠한가?
1-3. 다중지능이론에 기초한 음악교육프로그램이 유아의 정서발달에 미치는 영향은 어떠한가?
1-4. 다중지능이론에 기초한 음악교육프로그램이 유아의 사회성발달에 미치는 영향은 어떠한가?
1-5. 다중지능이론에 기초한 음악교육프로그램이 유아의 인지발달에 미치는 영향은 어떠한가?
2. 다중지능이론에 기초한 음악교육프로그램이 유아의 음악적 지능에 미치는
영향은 어떠한가?
본 연구의 대상은 서울시 노원구에 위치한 K유치원의 만 5세 유아 60명(남아 35명, 여아 25명)을 대상으로 실험집단 30명(남아 17명, 여아 13명)과 비교집단 30명(남아 18명, 여아 12명)으로 구성하여 연구하였고, 본 연구에서 사용된 도구는 Shrearer의 다중지능 발달평가 척도(음악지능)와 교육부 고시 제 1998-10호에 따른 유치원 교육과정 해설에서 유아전인발달을 위한 행동 관찰 평가지를 연구 도구로 사용하였다. 연구절차는 2005년 5월 23일부터 5월 29일까지 S시에 소재한 H유치원에서 연구 대상이 아닌 유아 20명을 대상으로 예비연구를 실시하였고 본 연구는 2005년 6월 7일부터 2005년 11월 11일까지 실시하였다.
자료의 분석은 WINDOW용 SPSSWIN. 11.0 프로그램을 운용하여, F검증 및 Fisher's PLSD 검증, 공변량분석(ANCOVA) 등의 통계적 방법을 사용하여 처리하였다.
연구를 통하여 얻어진 결과는 다음과 같다.
첫째, 실험집단의 다중지능 이론에 기초한 음악 교육프로그램을 적용하기 전과 후의 전인발달에는 차이가 있다. 이는 다중지능 이론에 기초한 음악 교육프로그램을 활용한 수업 방법이 유아의 전인발달에 긍정적인 영향을 미쳤다는 것을 알 수 있다. 이러한 결과는 유아의 전인발달을 발달시키기 위해서는 일반적으로 유치원에서 이루어지고 있는 수업보다 다중지능 이론에 기초한 음악 교육프로그램을 적용한 것이 효과적이라는 것을 시사해준다.
둘째, 실험집단의 다중지능 이론에 기초한 음악 교육프로그램을 적용하기 전과 후의 음악적 지능에는 차이가 있다. 이는 다중지능 이론에 기초한 음악 교육프로그램을 활용한 수업 방법이 유아의 음악적 지능에 긍정적인 영향을 미쳤다는 것을 알 수 있다. 이러한 결과는 유아의 음악적 지능을 발달시키기 위해서는 일반적으로 유치원에서 이루어지고 있는 수업보다 다중지능 이론에 기초한 음악 교육프로그램을 적용한 것이 효과적이라는 것을 시사해준다.
이상의 결과를 전제로 다중지능이론에 기초한 유아음악 교육프로그램을 수업에 도입되기 위해서는 교사들을 대상으로 연수 프로그램이 실시․보급되어야 할 것이다.
The Effects of a Musical Instruction Program
Based on the Multiple Intelligence Theory
on the Kindergarteners' Holistic Development
Young-yei, Choi
Department of Early Childhood Education,
Graduate School of Education,
Hankuk University of Foreign Studies
The current study examined the effects ...
The Effects of a Musical Instruction Program
Based on the Multiple Intelligence Theory
on the Kindergarteners' Holistic Development
Young-yei, Choi
Department of Early Childhood Education,
Graduate School of Education,
Hankuk University of Foreign Studies
The current study examined the effects of a musical instruction program based on the multiple intelligence theory on the Kindergarteners' Holistic Development and their musical intelligence. Specific research questions were as follows.
1. What are the effects of a musical instruction program based on the multiple intelligence theory on the Kindergarteners' Holistic Development?
1-1. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' physical development?
1-2. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of linguistic ability?
1-3. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' emotional development?
1-4. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarten' social development?
1-5. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' cognitive development?
2. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' musical intelligence?
The sixty five-year-old kindergarten(35 males and 25 females) who attended K kindergarteners' in Nowon-gu, Seoul, were participated in the study; thirty kindergarteners'(17 males and 13 females) were assigned into the experimental group and the other thirty kindergarteners'(18 males and 12 females), into the control group. The measurement scales used in the study were Shrearer's Indicator of the Multiple Intelligence Development(musical intelligence) and the Behavioral Assessment of kindergarteners' Development of the Whole Person included in the guide for kindergarteners' curricula (Notification No. 1998-10) prepared by the Ministry of Education and Human Resources Development. A pilot study was conducted with 20 kindergarteners' attending H kindergarten in S city from 23th to 29th of May 2003 and the main study, from June 7 to November 11 in the same year.
SPSSWIN 11.0 for Windows was used for data analysis, and F-test and Fisher's PLSD test were used to test the research hypotheses.
The results from the analysis were as follows:
First, the development of the whole person in the experimental group was distinguished before and after the implementation of a musical instruction program based on the multiple intelligence theory. This shows that the musical instruction program based on the multiple intelligence theory had positive effects on kindergarteners' development of the whole person. The result suggests that a new class in musical instruction based on the multiple intelligence theory be designed for more effective education.
Second, there was also a difference in the musical intelligence of the experimental group before and after the implementation of a musical instruction program based on the multiple intelligence theory. This implies that the musical instruction program based on the multiple intelligence theory had positive effects on kindergarteners' development of musical intelligence. The result suggests that a new class in musical instruction based on the multiple intelligence theory be arranged to facilitate kindergarteners' development of for more effective education.
The current study, according to the findings from the above analysis, makes a couple of suggestions for the development of a desirable musical instruction program based on the multiple intelligence theory.
First, kindergarteners' require customized educational programs prepared by teachers or kindergarteners' corresponding to their developmental stages. In this regard, a musical instruction program based on the multiple intelligence theory holds a unique status as an effective tool of teaching to satisfy such needs. Hence, specialized programs for kindergarteners' musical instruction should be designed and implemented in actual classes.
Second, training programs for teachers should also be provided to implement adequately musical instruction programs based on the multiple intelligence theory.
The current study examined the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of the whole person and their musical intelligence.
For this aim, the sixty five-year-old kindergarteners'(35 males and 25 females) who attended K kindergarteners' in Nowon-gu, Seoul, were participated in the study.
The kindergarteners' were halved and each of the thirty kindergarten was assigned to the experimental and control group, respectively. The pretest which was conducted using the F-test and ANCOVA indicated a statistically significant difference. After the pretest, the experimental group was instructed according to a musical curriculum based on the multiple intelligence theory while the control group, according to the existing curriculum. The posttest was completed with the same measurement scale as used in the pretest. The results from the posttest will be discussed for each research hypothesis proposed at the beginning of the study and some findings and conclusions will be presented.
1. Discussions about the effects of a musical instruction program based on the multiple intelligence theory on the development of the whole person of kindergarteners'
In what follows are the results and discussions about Hypothesis 1:
'A musical instruction program based on the multiple intelligence theory will have positive effects on the development of the whole person of kindergarteners'.'
1) The effects on the development of the whole person(physical development) of kindergarteners'
The F-test, Fisher's PLSD test and ANCOVA were used to test Hypothesis 1-1 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' physical development'. The test results showed that the evaluative scores on the effects of the musical instruction classes exhibited a statistically significant difference between the experimental and control group.
This result seems to have something to do with the observations in Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn creative movements and exercising movements in the Center for Body Learning, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. The result of analysis and its relationship with the previous studies suggest that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' physical development.
2) The effects on kindergarteners' development of linguistic ability
The F-test, Fisher's PLSD test and ANCOVA were also used to test Hypothesis 1-2 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of linguistic ability'. It was found out from the test results that there was a statistically significant difference in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result seems to have parallels in the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn story-telling skills and reporting skills through the Center for Language Learning, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. Considering the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' development of linguistic ability.
3) The effects on kindergarteners' emotional development
The F-test, Fisher's PLSD test and ANCOVA were used again to test Hypothesis 1-3 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' emotional development'. The results from the test indicated that a statistically significant difference was found out in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result is thought to be related in a considerable degree with the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn artistic expression and portfolio activities in order to improve the sense of self-respect, the aims of instruction will be attained more easily thanks to efficient and systematized classes. According to the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' emotional development.
4) The effects on kindergarteners' social development
The F-test, Fisher's PLSD test and ANCOVA were also used to test Hypothesis 1-4 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' social development'. It was found out from the test results that there was a statistically significant difference in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result seems to have parallels in the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if infants learn in-class activities with models and interactive check-list activities within a peer group, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. Considering the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' social development.
5) The effects on kindergarteners' cognitive development
The F-test, Fisher's PLSD test and ANCOVA were used again to test Hypothesis 1-5 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' cognitive development'. The results from the test indicated that a statistically significant difference was found out in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result is thought to be related in a considerable degree with the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn block assembling activities, treasure hunting games, activities in a swimming pool, and discovery, dinosaur, and bus games, the aims of instruction will be attained more easily thanks to efficient and systematized classes. According to the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' cognitive development.
1. Discussions about the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of the musical intelligence
In what follows are the results and discussions about Hypothesis 2:
'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of the musical intelligence.
1) The effects on kindergarteners' development of the musical intelligence
The F-test, Fisher's PLSD test and ANCOVA were implemented to test Hypothesis 2 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of the musical intelligence'. The test results showed that the evaluative scores on the effects of the musical instruction classes exhibited a statistically significant difference between the experimental and control group.
This result seems to have something to do with the observation in Miche(2000) that if kindergarteners' obtain a musical intelligence defined as an ability to recognize and arrange the musical notes, tone and rhythm, and learn to play a musical instrument, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. The result of analysis and its relationship with the previous studies suggest that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' development of the musical intelligence.
Several suggestions follow for further studies, based on the above discussions.
First, the current study implemented a quantitative analysis of a musical instruction program based on the multiple intelligence theory to see its effects on the kindergarteners' development of the whole person and the musical intelligence. Future studies may adopt qualitative approaches to the issues for the purpose of understanding the results intuitively.
Second, various teaching methods should be applied in future studies other than the one utilized in the current study. Also, teachers should access more easily the evaluative tools of the effects of educational programs and the evaluation should be more generalized to encourage the learning of kindergarteners'.
Third, the current study focused on an educational program in music and examined the effects of an application of the multiple intelligence theory in the field. However, future studies should develop a curriculum in which the multiple intelligence theory is applied in diverse fields of education and examine the overall effects of the theory.
The Effects of a Musical Instruction Program
Based on the Multiple Intelligence Theory
on the Kindergarteners' Holistic Development
Young-yei, Choi
Department of Early Childhood Education,
Graduate School of Education,
Hankuk University of Foreign Studies
The current study examined the effects of a musical instruction program based on the multiple intelligence theory on the Kindergarteners' Holistic Development and their musical intelligence. Specific research questions were as follows.
1. What are the effects of a musical instruction program based on the multiple intelligence theory on the Kindergarteners' Holistic Development?
1-1. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' physical development?
1-2. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of linguistic ability?
1-3. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' emotional development?
1-4. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarten' social development?
1-5. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' cognitive development?
2. What are the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' musical intelligence?
The sixty five-year-old kindergarten(35 males and 25 females) who attended K kindergarteners' in Nowon-gu, Seoul, were participated in the study; thirty kindergarteners'(17 males and 13 females) were assigned into the experimental group and the other thirty kindergarteners'(18 males and 12 females), into the control group. The measurement scales used in the study were Shrearer's Indicator of the Multiple Intelligence Development(musical intelligence) and the Behavioral Assessment of kindergarteners' Development of the Whole Person included in the guide for kindergarteners' curricula (Notification No. 1998-10) prepared by the Ministry of Education and Human Resources Development. A pilot study was conducted with 20 kindergarteners' attending H kindergarten in S city from 23th to 29th of May 2003 and the main study, from June 7 to November 11 in the same year.
SPSSWIN 11.0 for Windows was used for data analysis, and F-test and Fisher's PLSD test were used to test the research hypotheses.
The results from the analysis were as follows:
First, the development of the whole person in the experimental group was distinguished before and after the implementation of a musical instruction program based on the multiple intelligence theory. This shows that the musical instruction program based on the multiple intelligence theory had positive effects on kindergarteners' development of the whole person. The result suggests that a new class in musical instruction based on the multiple intelligence theory be designed for more effective education.
Second, there was also a difference in the musical intelligence of the experimental group before and after the implementation of a musical instruction program based on the multiple intelligence theory. This implies that the musical instruction program based on the multiple intelligence theory had positive effects on kindergarteners' development of musical intelligence. The result suggests that a new class in musical instruction based on the multiple intelligence theory be arranged to facilitate kindergarteners' development of for more effective education.
The current study, according to the findings from the above analysis, makes a couple of suggestions for the development of a desirable musical instruction program based on the multiple intelligence theory.
First, kindergarteners' require customized educational programs prepared by teachers or kindergarteners' corresponding to their developmental stages. In this regard, a musical instruction program based on the multiple intelligence theory holds a unique status as an effective tool of teaching to satisfy such needs. Hence, specialized programs for kindergarteners' musical instruction should be designed and implemented in actual classes.
Second, training programs for teachers should also be provided to implement adequately musical instruction programs based on the multiple intelligence theory.
The current study examined the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of the whole person and their musical intelligence.
For this aim, the sixty five-year-old kindergarteners'(35 males and 25 females) who attended K kindergarteners' in Nowon-gu, Seoul, were participated in the study.
The kindergarteners' were halved and each of the thirty kindergarten was assigned to the experimental and control group, respectively. The pretest which was conducted using the F-test and ANCOVA indicated a statistically significant difference. After the pretest, the experimental group was instructed according to a musical curriculum based on the multiple intelligence theory while the control group, according to the existing curriculum. The posttest was completed with the same measurement scale as used in the pretest. The results from the posttest will be discussed for each research hypothesis proposed at the beginning of the study and some findings and conclusions will be presented.
1. Discussions about the effects of a musical instruction program based on the multiple intelligence theory on the development of the whole person of kindergarteners'
In what follows are the results and discussions about Hypothesis 1:
'A musical instruction program based on the multiple intelligence theory will have positive effects on the development of the whole person of kindergarteners'.'
1) The effects on the development of the whole person(physical development) of kindergarteners'
The F-test, Fisher's PLSD test and ANCOVA were used to test Hypothesis 1-1 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' physical development'. The test results showed that the evaluative scores on the effects of the musical instruction classes exhibited a statistically significant difference between the experimental and control group.
This result seems to have something to do with the observations in Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn creative movements and exercising movements in the Center for Body Learning, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. The result of analysis and its relationship with the previous studies suggest that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' physical development.
2) The effects on kindergarteners' development of linguistic ability
The F-test, Fisher's PLSD test and ANCOVA were also used to test Hypothesis 1-2 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of linguistic ability'. It was found out from the test results that there was a statistically significant difference in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result seems to have parallels in the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn story-telling skills and reporting skills through the Center for Language Learning, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. Considering the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' development of linguistic ability.
3) The effects on kindergarteners' emotional development
The F-test, Fisher's PLSD test and ANCOVA were used again to test Hypothesis 1-3 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' emotional development'. The results from the test indicated that a statistically significant difference was found out in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result is thought to be related in a considerable degree with the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn artistic expression and portfolio activities in order to improve the sense of self-respect, the aims of instruction will be attained more easily thanks to efficient and systematized classes. According to the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' emotional development.
4) The effects on kindergarteners' social development
The F-test, Fisher's PLSD test and ANCOVA were also used to test Hypothesis 1-4 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' social development'. It was found out from the test results that there was a statistically significant difference in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result seems to have parallels in the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if infants learn in-class activities with models and interactive check-list activities within a peer group, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. Considering the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' social development.
5) The effects on kindergarteners' cognitive development
The F-test, Fisher's PLSD test and ANCOVA were used again to test Hypothesis 1-5 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' cognitive development'. The results from the test indicated that a statistically significant difference was found out in the evaluative scores on the effects of the musical instruction classes between the experimental and control group.
This result is thought to be related in a considerable degree with the previous studies by Krechevsky(1994) and Krechevsky & Gardner(1994) that if kindergarteners' learn block assembling activities, treasure hunting games, activities in a swimming pool, and discovery, dinosaur, and bus games, the aims of instruction will be attained more easily thanks to efficient and systematized classes. According to the result of analysis and its relationship with the previous studies, we conclude that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' cognitive development.
1. Discussions about the effects of a musical instruction program based on the multiple intelligence theory on kindergarteners' development of the musical intelligence
In what follows are the results and discussions about Hypothesis 2:
'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of the musical intelligence.
1) The effects on kindergarteners' development of the musical intelligence
The F-test, Fisher's PLSD test and ANCOVA were implemented to test Hypothesis 2 - 'A musical instruction program based on the multiple intelligence theory will have positive effects on kindergarteners' development of the musical intelligence'. The test results showed that the evaluative scores on the effects of the musical instruction classes exhibited a statistically significant difference between the experimental and control group.
This result seems to have something to do with the observation in Miche(2000) that if kindergarteners' obtain a musical intelligence defined as an ability to recognize and arrange the musical notes, tone and rhythm, and learn to play a musical instrument, the aims of teaching will be accomplished more easily thanks to efficient and systematized classes. The result of analysis and its relationship with the previous studies suggest that a musical instruction program based on the multiple intelligence theory have positive effects on kindergarteners' development of the musical intelligence.
Several suggestions follow for further studies, based on the above discussions.
First, the current study implemented a quantitative analysis of a musical instruction program based on the multiple intelligence theory to see its effects on the kindergarteners' development of the whole person and the musical intelligence. Future studies may adopt qualitative approaches to the issues for the purpose of understanding the results intuitively.
Second, various teaching methods should be applied in future studies other than the one utilized in the current study. Also, teachers should access more easily the evaluative tools of the effects of educational programs and the evaluation should be more generalized to encourage the learning of kindergarteners'.
Third, the current study focused on an educational program in music and examined the effects of an application of the multiple intelligence theory in the field. However, future studies should develop a curriculum in which the multiple intelligence theory is applied in diverse fields of education and examine the overall effects of the theory.
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