한국가정과교육학회지 (Journal of Korean Home Economics Education Association)

한국가정과교육학회 (Korea Home Economics Education Association)
권호 표지
DOI QR코드

DOI QR Code

가정 소근육운동 경험에 대한 부모인식이 유아의 소근육운동 빈도에 미치는 영향: 가정환경의 매개효과

Effects of Parental Perception of Home-Based Fine Motor Experiences on Young Children's Frequency of Fine Motor Activities: Mediating Effect of Home Environment

  • 박지은 (서울대학교 교육학) ;
  • 최나야 (서울대학교 아동가족학과)
  • Park, Jieun (Interdisciplinary Program in Early Childhood Education, College of Education, Seoul National University) ;
  • Choi, Naya (Department of Child Development and Family Studies, College of Human Ecology, Seoul National University)
  • 투고 : 2024.06.18
  • 심사 : 2024.07.07
  • 발행 : 2024.06.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

본 연구의 목적은 유아의 가정 소근육운동 경험에 대한 부모인식과 가정환경 및 운동빈도 간의 관계를 살펴보고, 유아의 소근육운동에 대한 부모인식이 유아의 소근육운동 빈도에 영향을 미치는 과정에서 가정환경의 매개효과를 검증하는 것이다. 연구대상은 경기도 내 6개 유아교육기관의 5세 유아와 부모 214명이다. 수집된 자료는 SPSS 23.0 프로그램을 사용하여 분석하였으며, 기술통계, 독립표본 t검정, 상관관계분석, 다중회귀분석, 부트스트래핑 분석을 실시하였다. 주요 결과는 다음과 같다. 첫째, 부모인식, 가정환경, 운동빈도의 성별에 따른 차이는 세 변수 모두 여아가 남아보다 수치가 유의하게 높은 것으로 나타났다. 둘째, 부모인식, 가정환경, 운동빈도 간 정적인 상관관계를 보였다. 셋째, 부모인식과 운동빈도의 관계에서 가정환경은 부분매개효과가 있는 것으로 나타났다. 이러한 연구 결과를 통해 유아기 가정 소근육운동 경험에 있어 성별의 차이가 크게 나타남을 인지하고, 남아와 여아의 균형있는 운동발달을 위해 유아의 소근육운동에 대한 부모의 인식 수준을 높이고, 언제 어디서나 자유롭게 소근육 활동이 이루어질 수 있도록 가정환경을 조성하여 유아의 소근육운동 빈도를 높이는 것이 중요하다는 사실이 확인되었다.

The purpose of this study was to examine the relationships among parental perception of home-based fine motor experiences in early childhood, home environment, and frequency of fine motor activities, and to investigate a mediating role of home environment in the process of parental perception influencing early childhood's frequency of fine motor activities. The data from 214 five-year-old children and their parents from six early childhood education centers in Gyeonggi province were collected and analyzed. The data were processed using IBM SPSS Statistics 23 and analyzed with descriptive statistics, independent samples t-tests, correlation analysis, multiple regression analysis, and bootstrapping analysis. The major findings were as follows: First, gender differences in parental perception, home environment, and frequency of fine motor activities existed in that values across all three variables were higher for girls than for boys. Second, parental perception, home environment and frequency of fine motor activities were positively correlated. Third, partial mediating effects of home environment on the relation between parental perception and the frequency of fine motor activities were found. These findings show an existence of gender differences in early childhood's fine motor activities. This research also affirms the significance of increasing the frequency of fine motor activities by enhancing parental perceptions for balanced motor development of boys and girls, and establishing a home environment conducive to fine motor activities at any time and in any location.

키워드

참고문헌

  1. Adolph, K. E., & Kretch, K. S. (2015). Gibson's theory of perceptual learning. In International encyclopedia of the social & behavioral sciences (2nd ed., pp. 127-134). Oxford: Elsevier.
  2. Agard, B., Zeng, N., McCloskey, M. L., Johnson, S. L., & Bellows, L. L. (2021). Moving together: Understanding parent perceptions related to physical activity and motor skill development in preschool children. International Journal of Environmental Research and Public Health, 18(17), 9196.
  3. Ahearne, C., Dilworth, S., Rollings, R., Livingstone, V., & Murray, D. (2016). Touch-screen technology usage in toddlers. Archives of Disease in Childhood, 101(2), 181-183.
  4. Bassul, C., Corish, C. A., & Kearney, J. M.(2021). Associations between home environment, children's and parents' characteristics and children's TV screen time behavior. International Journal of Environmental Research and Public Health, 18(4), 1-15.
  5. Brown, T. (2019). Structural validity of the Bruininks-Oseretsky test of motor proficiency-second edition (BOT-2) subscales and composite scales. Journal of Occupational Therapy, Schools & Early Intervention, 12(3), 323-353.
  6. Dadson, P., Brown, T., & Stagnitti, K. (2020). Relationship between screen-time and hand function, play and sensory processing in children without disabilities aged 4-7 years: A exploratory study. Australian Occupational Therapy Journal, 67(4), 297-308.
  7. Daud, A. Z. C., Aman, N. A., Chien, C.-W., & Judd, J. (2020). The effects of touch-screen technology usage on hand skills among preschool children: A case-control study [version 1; peer review: 2 approved]. Faculty of 1000 Ltd F1000 Research, 9, 1306.
  8. Derikx, D. F. A. A., Houwen, S., Meijers, V., Schoemaker, M. M., & Hartman, E. (2021). The relationship between social environmental factors and motor performance in 3- to 12-year-old typically developing children: A systematic review. International Journal of Environmental Research and Public Health, 18(14), 7516.
  9. Feldman, R. S. (2017). Development across the life span (8th ed). Harlow, London, England: Pearson Education.
  10. Felix, E., Silva, V., Caetano, M., Ribeiro, M. V. V., Fidalgo, T. M., Rosa Neto, F., ... Caetano, S. C. (2020). Excessive screen media use in preschoolers is associated with poor motor skills. Cyberpsychology, Behavior and Social Networking, 23(6), 418-425.
  11. Flores, F. S., Rodrigues, L. P., Copetti, F., Lopes, F., & Cordovil, R. (2019). Affordances for motor skill development in home, school, and sport environments: A narrative review. Perceptual and Motor Skills, 126(3), 366-388.
  12. Gabbard, C., Cacola, P., & Rodrigues, L. P. (2008). A new inventory for assessing affordances in the home environment for motor development (AHEMD-SR). Early Childhood Education Journal, 36(1), 5-9.
  13. Gaul, D., & Issartel, J. (2016). Fine motor skill proficiency in typically developing children: On or off the maturation track? Human Movement Science, 46, 78-85.
  14. Goode, J. A., Fomby, P., Mollborn, S., & Limburg, A. (2020). Children's technology time in two us cohorts. Child Indicators Research, 13(3), 1107-1132.
  15. Goodway, J., Ozmun, J., & Gallahue, D. (2019). Understanding motor development: Infants, children, adolescents, adults (8th ed.). Jones & Bartlett Learning.
  16. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008-1017.
  17. Hao, X. U., & Sen, L. (2008). Binary logistic regression analysis on the influence factors to physical fitness of Jiangsu preschool children. Journal of Sports and Science, 29(1), 73-75.
  18. Harrington, M. (2006). Sport and leisure as contexts for fathering in Australian families. Leisure Studies, 25(2), 165-183.
  19. Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed). New York: Guilford publications.
  20. Hu, B. Y., Wu, Z., & Kong, Z. (2022). Family physical activities choice, parental views of physical activities, and chinese preschool children's physical fitness and motor development. Early Childhood Education Journal, 50(5), 841-853.
  21. Jelleyman, C., McPhee, J., Brussoni, M., Bundy, A., & Duncan, S. (2019). A cross-sectional description of parental perceptions and practices related to risky play and independent mobility in children: The New Zealand state of play survey. International Journal of Environmental Research and Public Health, 1(2), 262.
  22. Kim, J. M., & Kim, J. (2015). The effect of mothers' depression on preschool children's development: Focusing on the mediation of home environment. Korean Journal of Human Ecology, 24(2), 159-170.
  23. Kokstejn, J., Musalek, M., & Tufano, J. J. (2017). Are sex differences in fundamental motor skills uniform throughout the entire preschool period? Plos One, 12(4), e0176556.
  24. Kong, Y., Sun, S. Y., Liu, W., & He, H. (2009). Study on children fine motor development situations and influencing factors. Chinese Journal of Child Health Care, 17(2), 145-146.
  25. Kremers, S. P. (2010). Theory and practice in the study of influences on energy balance-related behaviors. Patient Education and Counseling, 79(3), 291-298.
  26. Krog, S. (2015). Movement activities: A critical link in developing motor skills and learning in early childhood: Motor development. African Journal for Physical Health Education, Recreation, and Dance, 21(1.2), 426-443.
  27. Lin, L.-Y., Cherng, R.-J., & Chen, Y.-J. (2017). Effect of touch screen tablet use on fine motor development of young children. Physical & Occupational Therapy in Pediatrics, 37(5), 457-467.
  28. Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Review of the benefits associated with fundamental movement skill competency in youth. Sports Medicine, 40(12), 1019-1035.
  29. Maitland, C., Stratton, G., Foster, S., Braham, R., & Rosenberg, M. (2013). A place for play? The influence of the home physical environment on children's physical activity and sedentary behaviour. The International Journal of Behavioral Nutrition and Physical Activity, 10(1), 1-21.
  30. Martzog, P., & Suggate, S. P. (2022). Screen media are associated with fine motor skill development in preschool children. Early Childhood Research Quarterly, 60, 363-373.
  31. Matarma, T., Lagstrom, H., Loyttyniemi, E., & Koski, P. (2020). Motor skills of 5-year-old children: Gender differences and activity and family correlates. Perceptual and Motor Skills, 127(2), 367-385.
  32. Mattocks, C., Ness, A., Deere, K., Tilling, K., Leary, S., Blair, S. N., & Riddoch, C. (2008). Early life determinants of physical activity in 11 to 12 year olds: Cohort study. British Journal of Sports Medicine, 42(9), 721-724.
  33. Miquelote, A. F., Santos, D. C., Cacola, P. M., Montebelo, M. I. D. L., & Gabbard, C. (2012). Effect of the home environment on motor and cognitive behavior of infants. Infant Behavior and Development, 35(3), 329-334.
  34. Morley, D., Till, K., Ogilvie, P., & Turner, G. (2015). Influences of gender and socioeconomic status on the motor proficiency of children in the UK. Human Movement Science, 44, 150-156.
  35. Navarro-Paton, R., Lago-Ballesteros, J., Arufe-Giraldez, V., Sanmiguel-Rodriguez, A., Lago-Fuentes, C., & Mecias-Calvo, M. (2021). Gender differences on motor competence in 5-year-old preschool children regarding relative age. International Journal of Environmental Research and Public Health, 18(6), 3143.
  36. Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade, & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341-360). The Netherlands: Martinus Nijhoff, Dordrecht.
  37. Olesen, L. G., Kristensen, P. L., Ried-Larsen, M., Grontved, A., & Froberg, K. (2014). Physical activity and motor skills in children attending 43 preschools: A cross-sectional study. BMC Pediatrics, 14, 229.
  38. Pitchford, N. J., Papini, C., Outhwaite, L. A., & Gulliford, A. (2016). Fine motor skills predict maths ability better than they predict reading ability in the early primary school years. Frontiers in Psychology, 7, 783.
  39. Rebold, M. J., Lepp, A., Kobak, M. S., McDaniel, J., & Barkley, J. E. (2016). The effect of parental involvement on children's physical activity. The Journal of Pediatrics, 170, 206-210.
  40. Rodger, S., & Ziviani, J. (Eds.) (2006). Occupational therapy with children: Understanding children's occupations and enabling participation. Wiley-Blackwell.
  41. Rodrigues, L. P., Saraiva, L., & Gabbard, C. (2005). Development and construct validation of an inventory for assessing the home environment for motor development. Research Quarterly for Exercise and Sport, 76(2), 140-148.
  42. Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297-1310.
  43. Sung, J., Byun, H, W., & Nam, J, H. (2015). An exploratory study of the associations between the use of smart devices and preschoolers' developmental level and empathy. International Journal of Early Childhood Education, 35(2), 369-394. 
  44. Szpunar, M., Vanderloo, L. M., Bruijns, B. A., Truelove, S., Burke, S. M., Gilliland, J., ... Tucker, P. (2021). Children and parents' perspectives of the impact of the COVID-19 pandemic on Ontario children's physical activity, play, and sport behaviours. BMC public health, 21(1), 2271.
  45. Valadi, S., & Gabbard, C. (2020). The effect of affordances in the home environment on children's fine and gross motor skills. Early Child Development and Care, 190(8), 1225-1232.
  46. Wang, H., Chen, Y., Liu, J., Sun, H., & Gao, W. (2020). A follow-up study of motor skill development and its determinants in preschool children from middle-income family. BioMed Research International, 2020, 6639341-6639353.
  47. Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114-121.
  48. Williams, H. G., Pfeiffer, K. A., O'Neill, J. R., Dowda, M., McIver, K. L., Brown, W. H., & Pate, R. R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421-1426.
  49. Yoon, H. (2014). Types and features of popular educational applications for young children: Focusing on android app store. Paper presented at the Conference Proceedings of the HCI Society of Korea (pp. 481-484). Seoul: The HCI Society of Korea.
  50. Zeng, N., Johnson, S. L., Boles, R. E., & Bellows, L. L. (2019). Social-ecological correlates of fundamental movement skills in young children. Journal of Sport and Health Science, 8(2), 122-129.