Journal of Families and Better Life (가정과삶의질연구)

Korean Home Management Association (가정과삶의질학회)
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Differences of Interactive Peer Play According to the Problem Behaviors Types

아동의 문제행동 유형에 따른 또래 놀이행동

  • Shin, Hae-Young (Dept. of Child Studies & Education, Hanyang Cyber Univ.) ;
  • Choi, Hye-Yeong (Dept. of Child Development & Family Studies, Changwon National Univ.)
  • 신혜영 (한양사이버대학교 아동학과) ;
  • 최혜영 (창원대학교 아동.가족학과)
  • Received : 2011.05.15
  • Accepted : 2011.08.03
  • Published : 2011.08.31
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Abstract

The purpose of this study was to explore the differences in interactive peer play according to the type of problem behavior. The subjects were 112(67 boys, 45 girls) S-year-old children at 25 daycare centers in Seoul, Gyeonggi, and Gyeongsang areas. Instruments included the Preschool Behavior Questionnaire(PBQ; Behar & Stringfield, 1974) and the Penn Interactive Peer Play Scale(PIPPS) in both the teacher version(Choi & Shin, 2008) and the parent version(Fantuzzo, Mendez, & Tighe, 1998). The data were analyzed with descriptive statistics, cluster analysis, t-test, and one-way ANOVA using the SPSS 18.0 software program. The results showed that the clusters of problem behaviors on the PBQ could be grouped into four categories; 'hostility-aggressiveness', 'hyperactivity- distractibility', 'anxiety-fear', and 'combined'. In addition, group differences among the problem behaviors were significantly found in 'play disruption' and 'play disconnection' but not in 'play interaction' of the PIPPS on teachers' and parents' ratings. Specifically, group differences were not found in the parental reports, while significant group differences were noted in the 'play disconnection on PIPPS component of the teachers' reports.

Keywords

References

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