Korean Journal of Childcare and Education (한국보육지원학회지)

Korean Association of ChildCare & Educatioin (한국보육지원학회)
권호 표지
DOI QR코드

DOI QR Code

Predictors of Preschooler Readiness for Elementary School: Focusing on Attachment and Effortful Control at Age 1

학령 전이기 유아의 학교준비도 예측요인: 만 1세 영아기 애착안정성과 의도적 통제를 중심으로

  • 문영경 (대전대학교 아동교육상담학과) ;
  • 장혜주 (경북대학교 아동가족학과)
  • Received : 2019.04.15
  • Accepted : 2019.05.27
  • Published : 2019.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

Objective: The purpose of this study was two-fold: first to explore the effects of mother-child attachment and effortful control at age 1 on preschoolers' school readiness at age 6, and second, to determine the mediating effect of a child's effortful control on the relationship between mother-child attachment at age 1 in relation to school readiness at age 6. Methods: Participants in this study were 205 five-year-old toddlers(106 boys, 99 girls) recruited for the Korea Child Panel Study. Mother-child attachment was assessed using the Attachment Q-sort(Waters, 1989). Preschooler's effortful control was measured by the Early Childhood Behavior Questionnaire: ECBQ(Putnam, Gartstein & Rothbart, 2006). Preschooler's school readness was measured by the School Readiness Scale Murphey & Burns, 2002). Data were analyzed using descriptive statistics, correlations, and the structural equation modeling analysis. Results: First, mother-child attachment at age 1 effected school readiness at age 6. Effortful control at age 1 effected school readiness at age 6. Second, effortful control at age 1 mediated the effect of mother-child attachment at age 1 in relation to school readiness at age 6. Conclusion/Implications: Mother-child attachment at age 1 affects school readiness at age 6, and toddlers' effortful control at age 1 mediates the relationship between mother-child attachment in relation to school readiness at age 6.

Keywords

BOJGB2_2019_v15n3_157_f0001.png 이미지

그림 1. 만 1세 영아기 애착안정성에서 학령 전이기 유아의 학교준비도로의 직접모형

BOJGB2_2019_v15n3_157_f0002.png 이미지

그림 2. 만 1세 영아기 의도적 통제에서 학령 전이기 유아의 학교준비도로의 직접모형

BOJGB2_2019_v15n3_157_f0003.png 이미지

그림 3. 만 1세 영아기 의도적 통제에서 학령 전이기 유아의 학교준비도로의 간접모형

표 1. 관련 변인들 간의 상관관계

BOJGB2_2019_v15n3_157_t0001.png 이미지

표 2. 연구모형의 경로와 표준화 계수 추정결과

BOJGB2_2019_v15n3_157_t0002.png 이미지

표 3. 만 1세 영아기의 애착안정성과 의도적 통제의 학령 전이기 유아의 학교준비도에 대한 직·간접효과와 총효과

BOJGB2_2019_v15n3_157_t0003.png 이미지

References

  1. 고경애 (1984). 모자녀 애착관계가 유아의 행동발달에 미치는 영향: 사회적 인지적 능력을 중심으로. 이화여자대학교 대학원 석사학위논문.
  2. 김선영, 김희진 (2014). 영아의 기질, 어머니-자녀 간 애착, 비언어적 의사소통 능력 간의 관계:애착의 매개효과. 유아교육연구, 34(5), 31-54.
  3. 김재희, 김현경 (2017). 초기 청소년의 의도적 통제가 학업성적과 문제행동에 미치는 종단적 영향: 사회적 기술의 매개효과와 남녀집단 차이. 아동학회지, 38(5), 33-46. doi:10.5723/kics.2017.38.5.33
  4. 문영경 (2014). 어머니-유아의 정서적 가용성과 유아의 유아교육기관 적응-유아 의도적 통제의 매개효과 검증. 한국생활과학회지, 23(1), 15-29. https://doi.org/10.5934/kjhe.2014.23.1.15
  5. 문영경 (2014b). 유아의 의도적 통제, 교사가 지각한 교사-유아관계, 유아의 유아교육기관에 대한 태도와의 관계. 열린유아교육연구, 19(5), 367-386.
  6. 박윤조, 송하나 (2018). 어머니의 일상적 스트레스와 아동의 인지조절 및 정서조절이 아동의 학교준비도에 미치는 영향. 한국보육학회지, 18(1), 27-51. doi:10.21213/kjcec.2018.18.1.27
  7. 배율미, 조광현 (2018). 유아의 의도적 통제 및 정서적 반응성과 기초학습 능력의 관계. 유아교육학논집, 22(1), 275-295.
  8. 이수현, 황혜정 (2014). 유아의 성과 주변 환경 변인이 학교준비도에 미치는 영향: 부모의 교육수준, 어머니의 학습관여, 교사의 지도방법 및 가정과 교실의 문해환경을 중심으로. 한국보육지원학회지, 10(4), 177-203. doi:10.14698/jkcce.2014.10.4.177
  9. 이영, 박경자, 나유미 (1997). 애착 Q-set의 국내 준거 개발 연구. 아동학회지, 18(2), 131-148.
  10. 임경령, 이지현 (2016). 유아의 의도적 통제가 유아의 수학능력에 미치는 영향. 유아교육연구, 36(5), 261-283. doi:10.18023/kjece.2016.36.5.011
  11. 임정진 (2013). 어린이집의 질이 빈곤가정 유아의 학교준비도에 미치는 영향. 경희대학교 대학원 석사학위논문.
  12. 조경진 (2014). 가정환경의 질과 아버지의 양육참여가 취학전 유아의 학교준비도에 미치는 영향. 경희대학교 대학원 석사학위논문.
  13. Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 243-277). Mahwah, NJ: Lawrence Erlbaum Associates.
  14. Arend, R., Gove, F. L., & Sroufe, L. A. (1979). Continuity of individual adaptation from infancy to kindergarten: A predictive study of ego-resiliency and curiosity in preschoolers. Child Development, 50(4), 950-959. doi:10.1111/j.1467-8624.1979.tb02454.x
  15. Belsky, J., & Fearon, R. M. P. (2002). Early attachment security, subsequent maternal sensitivity, and later child development: Does continuity in development depend upon continuity of caregiving? Attachment & Human Development, 4(3), 361-387. doi:10.1080/14616730210167267
  16. Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children's executive functioning. Child Development, 81(1), 326-339. doi:10.1111/j.1467-8624.2009.01397.x
  17. Crnic, K., & Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), 91-105. doi:10.1207/s15566935eed0502_2
  18. Davies, P. T., & Sturge-Apple, M. L. (2007). Advances in the formulation of emotional security theory: An ethologically based perspective. Advances in Child Development and Behavior, 35, 87-137. doi:10.1016/b978-0-12-009735-7.50008-6
  19. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). The early years: Preschool program improves cognitive control. Science, 318(5855), 1387-1388. doi:10.1126/science.1151148
  20. Deater-Deckard, K. (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42(5), 565-579. doi:10.1111/1469-7610.00753
  21. Dindo, L., Brock, R. L., Aksan, N., Gamez, W., Kochanska, G., & Clark, L. A. (2017). Attachment and effortful control in toddlerhood predict academic achievement over a decade later. Psychological Science, 28(12), 1786-1795. doi:10.1177/0956797617721271
  22. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. doi:10.1037/0012-1649.43.6.1428
  23. Eisenberg, N., Vidmar, M., Spinrad, T. L., Eggum, N. D., Edwards, A., Gaertner, B.,et al. (2010). Mothers' teaching strategies and children's effortful control: A longitudinal study. Developmental Psychology, 46(5), 1294-1308. doi:10.1037/a0020236
  24. Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681-698. doi:10.1080/10409289.2010.497451
  25. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by age 22: A new story. American Journal of Sociology, 110(5), 1458-1502. doi:10.1086/428444
  26. Fothergill, K. E., Ensminger, M. E., Green, K. M., Crum, R. M., Robertson, J., & Juon, H. S. (2008). The impact of early school behavior and educational achievement on adult drug use disorders: A prospective study. Drug and Alcohol Dependence, 92(1-3), 191-199. doi:10.1016/j.drugalcdep.2007.08.001
  27. Hane, A., & Fox, N. (2006). Ordinary variations in maternal caregiving influence human infants' stress reactivity. Psychological Science, 17(6), 550-556. doi:10.1111/j.1467-9280.2006.01742.x
  28. Hoyle, J. J., Smith, F. T. (1994). On finite-time break-up in three-dimensional unsteady interacting boundary layers. Proceedings: Mathematical and Physical Sciences, 447(1), 467-492. doi:stable/52443 https://doi.org/10.1098/rspa.1994.0151
  29. Hughes, C. (2011). Social understanding and social lives: From toddlerhood through to the transition to school. London, UK: Psychology Press. doi:10.4324/9780203813225
  30. Ijzendoorn, M. H. V., & Vliet-vissen, V. (1988). the relationship between quality of attachment in infancy and IQ in kindergarten. The journal of genetic Psychology, 149(1), 23-30. doi:10.1080/00221325.1988.10532135
  31. Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children's early learning and development: Toward shared beliefs and vocabulary. Washington, DC: National Education Goals Panel.
  32. Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220-232. doi:10.1037/0012-1649.36.2.220
  33. Kochanska, G., & Knaack, A. (2003). Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences. Journal of Personality, 71(6), 1087-1112. doi:10.1111/1467-6494.7106008
  34. Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1691. doi:10.1111/1467-8624.00366
  35. Laibel, D., Carlo, G., Davis, A. N., & Karahuta, E. (2016). Maternal sensitivity and effortful control in early childhood as predictors of adolescents' adjustment: The mediating roles of peer group affiliation and social behaviors. Developmental Psychology, 52(6), 922-932. doi:10.1037/dev0000118
  36. Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on literacy and math achievement: A longitudinal study on 1st through 3rd graders. Early Childhood Research Quarterly, 23(4), 515-526. doi:10.1016/j.ecresq.2008.07.003
  37. Maxwell, K. L., & Clifford, R. M. (2004). Research in review: School readiness assessment. Young Children, 59(1), 42-46.
  38. Murphey, D. A., & Burns, C. E. (2002). Development of a comprehensive community assessment of school readiness. Early Childhood Research and Practice, 4(2), 1-8.
  39. Olson, S. L., Sameroff, A. J., Kerr, D. C., Lopez, N, L., Wellman, H. M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17(1), 25-45. doi:10.1017/S0954579405050029
  40. Parker, F. L., Boak, A. Y., Griffin, K. W., Ripple, C., & Peay, L. (1999). Parent-child relationship, home learning environment, and school readiness. School Psychology Review, 28(3), 413-425. https://doi.org/10.1080/02796015.1999.12085974
  41. Pears, K. C., Carpenter, L., Kim, H. K., Peterson, E., & Fisher, P. A. (2018). The kids in transition to school program. In A. J. Mashburn, J. LoCasale-Crouch, & K. C. Pears (Eds.), Kindergarten transition and readiness (pp. 283-302). Cham, Switzerland: Springer. doi:10.1007/978-3-319-90200-5_13
  42. Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74(4), 525-556. doi:10.3102/00346543074004525
  43. Posner, M. I., Rothbart. M. K. (2000). Developing mechanisms of self-regulation. Developmental and Psychopathology, 12(3), 427-441. doi:10.1017/s0954579400003096
  44. Putnam, S. & Stifer, C. (2002). Development of approach and inhibition in the first year: Parallel findings from motor behavior, temperament ratings and directional cardiac response. Developmental Science. 45(2), 441-451. https://doi.org/10.1111/1467-7687.00239
  45. Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior Development, 29(3), 386-401. doi:10.1016/j.infbeh.2006.01.004
  46. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol.3. Social, emotional, and personality development (6th ed., pp. 99-166). New York: Willey.
  47. Silva, K. M., Spinrad, T. L., eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S., & Wilson, S. B. (2011). Relations of children's effortful control and teacher-child relationship quality to school attitudes in a low-income sample. Early Education and Development, 22(3), 434-460. doi: 10.1080/10409289.2011.579046
  48. Spinrad, T. L., Eisenberg, N., Gaertner, B., Popp, T., Smith, C. L., Kupfer, A., et al. (2007). Relations of maternal socialization and toddlers' effortful control to children's adjustment and social competence. Developmental Psychology, 43(5), 1170-1186. doi:10.1037/0012-1649.43.5.1170
  49. Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349-367. doi:10.1080/14616730500365928
  50. Swanson, J., Valiente, C., Lemery-Chalfant, K., Bradley, R., & Eggum-Wilkens, N. D. (2014). Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school. Child Development, 85(5), 1932-1947. doi:10.1111/cdev.12260
  51. Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children's effortful control and academic competence: Mediation through school liking. Merrill-Palmer Quarterly, 53(1), 1-25. doi:10.1353/mpq.2007.0006
  52. Waters, E. (1987). Attachment Behavior Q-set (version 3.0). Unpublished manual, State University of New York at Stony Brook, New York.