The purpose of this research is to develop a human relationship promotion program for the early childhood teachers based on the transactional analysis theory and to find out if the program that had been developed has an effect on the promotion of the human relationships of the early childhood teachers. The goals that had been set up in order to accomplish the purpose of the human relationship promotion program for the early childhood teachers that had been developed in this research are the following: Firstly, develop a human relationship promotion program for the early childhood teachers based on the transactional analysis theory. Secondly, find out if the program that had been developed has an effect on the human relationship promotion of the early childhood teachers. Thirdly, if the human relationship promotion program has an effect, take a look at how the aspects of the change are.
In order to investigate the above problems, this research had been proceeded with in the order of the phases of the investigation, the organization, the execution, and the analysis. According to the above order, the literature research and the investigation of the level of the demand had been carried out. And, after going through the verification of the level of the feasibility by an expert, the draft of the program, including the purpose, the goal, the contents, the teaching-learning method, the evaluation method, etc. of the program, had been organized. And the program with the total of the 12 sessions had been completed.
The purposes of the program are to properly understand one''s own personality, to manage the acquisition of the autonomy through the matured ego, and, at the same time, to improve the capability for forming the positive human relationships. Regarding the subgoals that had been selected for this, they are the following: Firstly, recognizing one''s own problems and loving and accepting oneself through the self-understanding. Secondly, forming the cooperative, human relationships through the understanding and the acceptance of the others. Thirdly, raising the capability which can understand the relationship with the environment and which can solve the problems and raising the mature attitude.
The educational contents of the program had been classified into the me-me domain, the me-you domain, and the me-world domain. Firstly, the me-me domain decided the self-recognition and the self-acceptance as the lower-ranking, organizational factors. And the me-you domain had set up the lower-ranking organizational factors of the recognition of the others, the acceptance of the others, the communication, the sympathizing, and the close listening. Lastly, the me-world domain had set up the environment, the nature, the other living things, the culture, the system, and the objects that have been surrounding me, excluding me and you, as the organizational factors.
The teaching-learning method of the program had been organized by classifying the lectures, the activities, the discussions, and the instructional media. And, by utilizing the understanding of the transactional analysis theory in the lectures and by utilizing the sheets in the activities, it had been proceeded with through the answering regarding the questions related to the experiences and the games and through the expressions of the experiences. In the discussions, through the discussion activities, one exposed oneself and shared the worry while talking freely. And, regarding the instructional media, the beam projector, the visual materials, and the tasks had been presented. Also, through the journals that had been collected from the early childhood teachers in every class time, by analyzing the change aspects of the early childhood teachers, the parts that must be supplemented or emphasized in the next class had been understood, and they were reflected in the class plans.
Meanwhile, in order to verify the application effects of the program, after carrying out the preliminary inspections (the human relationship inspection, the ego condition inspection, the life attitude inspection, and the stroke inspection) with the 30 persons in the experimental group and the 30 persons in the comparative group as the subjects, the experimental handling had been done. Regarding the time period of the experimental handling, it had been proceeded with over the 12 weeks for 120 minutes from 6:00 p.m. until 8:00 p.m. on the Wednesdays every week (The execution on the Tuesdays for 2 weeks due to the kindergarten event) from June 12, 2018 until September 19, 2018. After the application of the program, from September 27, 2018 until October 12, 2018, the post-inspections of the human relationships, the ego conditions, the life attitudes, and the strokes of the early childhood teachers had been carried out. Regarding the handling of the data that had been collected, by going through the encoding process and the marking process, the statistical handling had been carried out by using the SPSS statistical program. In order to take a look at the levels of the reliabilities of the measurement tools, the Cronbach ? values had been calculated by the subdomains of each inspection tool. And, in order to understand the general backgrounds of the subjects of the research, the chi-square test through the frequency and percentage analysis and through the cross analysis. Also, in order to verify the differences between the experimental group and the control group, a covariance analysis which has the preliminary inspection of each inspection tool as the covariate had been carried out.
If I were to summarize the results regarding the application effects of the program that had appeared through such processes, they are the following:
Firstly, regarding the human relationship scores of the early childhood teachers, it appeared that the average of the experimental group was higher than the average of the comparative group. And it appeared that it has the statistically significant differences. When taken a look specifically, the level of the satisfaction, the communication, the trust, the sense of closeness, and the understandability had the statistically significant differences. And the openness and the sensitivity had no statistically significant differences. Through such results and through the human relationships program based on the transactional analysis, it was confirmed that, overall, the changes of the human relationships and the positive changes of the subfactors can be brought about.
Secondly, in the inspection of the ego status of the early childhood teachers, the free child ego, the adapting child ego, and the adult ego had the statistically significant differences. And it appeared that the rearing parent ego and the critical parent ego had no statistically significant differences. In the life attitude inspection, from the prior and afterwards inspections of the experimental group and the control group, all of the self-positivity, the self-negativity, the other person-positivity, and the other person-negativity had the statistically significant differences.
Lastly, in the stroke inspection, in the afterwards inspection of the experimental group and the control group, the self-positivity, the self-negativity, the other person-positivity, and the other person-negativity stroke had the statistically significant differences. And, regarding the no stroke, there was no statistically significant difference. Or, in other words, the human relationship promotion program for the early childhood teachers that is based on the transactional analysis theory had the effects on the promotion of the self-positivity strokes and the other person-positivity strokes of the early childhood teachers. And, although it appeared that there is the effect on the reduction of the self-negativity and the other person-negativity strokes, it appeared that there was no influence on the changes of the no stroke.
It was able to confirm that, in relation to the change aspect of the early childhood teachers, overall, the human relationship program that is based on the transactional analysis can bring about a change of the human relationship and a positive change of the subfactors.
Regarding the aspect of the change of the early childhood teacher which appeared in the process of applying the program, firstly, if the me-me relationship is taken a look at, although, in the beginning of the program, the early childhood teachers had been self-aware regarding themselves, including about the feelings about themselves, the behaviors, the motivations, etc., they had been reluctant to express or they had a difficulty in answering because of the ambiguousness. However, the more the session had passed gradually, they had shown the aggressive attitude regarding their self-expressions. In the me-you relationship, during the proceeding of the program activity, one had opened up to the others and one got around to understanding the others. And, in addition, it was recognized that there was a change of one''s own attitude in dealing with the little children. Also, in the me-world relationship, the early childhood teachers got around to knowing the method of positively using the strength through the program activities, and they got around to knowing how the strength is misused. Also, they got around to realizing that, in the human relationships, the strength had been mistakenly defined as the capability of the control regarding the other people and the world.