더불어 사는 사회에서 인성교육이 더욱 강조되고 있으며, 배려는 인성교육의 중요한 자리를 차지하고 있다. 본 연구는 학교 현장에서 초등학생들에게 효과적으로 배려하는 태도를 증진시키는 프로그램을 개발하는데 있다. 타당하고 효율적인 프로그램 개발을 위하여 프로그램 관련 선행연구와 문헌연구를 통하여 기존의 프로그램 개발 모형의 문제점과 한계를 극복하고, 프로그램 개발을 위한 이론적 근거와 개발 원리, 방법, 절차를 구체적으로 보여주며, 초등학교 현장에 맞는 관리순환 모형을 개발하였다. 관리순환 모형에 근거하여 초등학생용 배려 증진 프로그램을 타당하고 효율적으로 구성하였다. 프로그램의 효과 검증을 위한 적절한 측정도구가 없어 초등학생용 배려 척도를 개발하였으며, 프로그램의 우수성을 입증하기 위하여 본 연구에서 개발한 초등학생용 배려 증진 프로그램 처치를 한 실험집단, 기존에 개발된 배려 증진 집단지도 프로그램 처치를 한 비교집단, 아무 처치도 하지 않은 통제집단으로 설계하였다. 또한 개발한 초등학생용 배려 증진 프로그램 효과의 지속성을 알아보기 위하여 사전, 사후, 추후 검사를 하였다. 연구 결과, 본 연구에서 개발한 초등학생용 배려 증진 프로그램은 타당하게 구성되었고, 그 효과가 신뢰롭게 검증되었으며, 프로그램 효과가 지속되는 것으로 검증되었다. 본 연구에서 수집된 자료에 대한 분석은 SPSS 12.0K와 AMOS 7.0 통계패키지 프로그램을 활용하여 분석하였다.

The present study attempted to develop a Care Promotion Program for elementary school students(CPP). The study investigated the following research questions: 1. Could Will the Care Promotion Program for elementary school students be constructed properly? 2. Could the validity of the Care Promotion Program for elementary school students be verified empirically? 2-1. Does the Care Promotion Program for elementary school students effectively increase the scores of care in the treatment group than those in the control group and the confrontation group? 2-2. Does the Care Promotion Program for elementary school students effectively increase the scores of subfactors than those in the control group and the confrontation group? The Care Promotion Program for elementary school students was developed based on the program development model previously designed in this study. The developed program consists of the following areas was developed as follows: 1) outline of program development, 2) formulation of goals and the objectives, 3) content selection selection of the content, 4) content sequencing of the content, 5) evaluation planning, 6) program development manual, 7) implementation of pilot program, 8) program evaluation and revision of program, 9) program implementation and evaluation. The Care Promotion Program for elementary school students was made up of 12 sessions: 40 minutes per session. 30 students having lower mean scores on the care scare volunteered to participate in the program. and they were randomly allotted into 3 groups, each of 10 students. The students of treatment group received a care promotion program, while the students of confrontation group received other care program and the students of the control group had no treatment. The final data were collected from 30 students in each group. The program used for data analysis was SPSS 12.0K and AMOS 7.0 for Windows and the significance level for hypothesis testing was set at.05. The results were as follows: First, treatment group showed significantly higher scores than the control group and the confrontation group showed on the levels of care. Second, treatment group showed significantly higher scores than the control group and the confrontation group showed in 3 subfactors such as sensitiveness, consideration, and positive response factors on the degrees of care. In conclusion, it was shown that the Care Promotion Program for elementary school students developed properly.