• 대한가정학회지
• /
• 제45권8호
• /
• pp.1-11
• /
• 2007

The purpose of this study was to examine the differences of mothers' parenting stress, parenting behaviors, and their children's social competence by their children's emotionality and their husband's support on parenting. The participants of this study were 72 three and four-year-old children and their mothers. The results of this study were as follows. The mothers with high-emotionality children reported higher parenting stress than ones with low-emotionality children. The mothers reported low-supporting by their husbands perceived higher parenting stress and used less warmth-encouragement than mothers reported high-supporting. The setting limit behaviors in parenting was significant different by their children's emotionality and their husbands' support on parenting. That is, only in the group of high-emotionality children, the mothers with high-supporting by their husbands used more setting limit behaviors than the ones with low-supporting. The children with mothers received low-supporting by their husbands were rated as less prosocial by their teachers than the children with mothers received high-supporting.

• 한국생활과학회지
• /
• 제20권3호
• /
• pp.611-623
• /
• 2011

The purpose of this study was to investigate young children's play preferences through observation at their classrooms and to examine the relationship between children's play preferences and their peer competence and peer acceptance. The subjects were 55 four-year-old children from a kindergarten in C city of Chungnam province. The data was analyzed by MANOVA, t-test, and Pearson's correlation. The results were as follows: first, boys and girls showed different play preferences except for language play and science play. Boys were better liked by same-sex peers while girls were better liked by other-sex peers. Second, there were significant correlations among certain play preferences. Block play preferences were negatively correlated with other play preferences. Third, some play preferences were significantly associated with some sub-dimensions of peer competence. Language play displayed a positive relationship to pro-social behavior, but art play showed a negative relationship to leadership. Finally, peer acceptance was positively correlated only with number/manipulation play preferences. Other-sex peer acceptance was positively correlated with number/manipulation play preferences and art play preferences but negatively with block play preferences.

• 아동학회지
• /
• 제36권1호
• /
• pp.99-124
• /
• 2015

This study developed a teacher training program aimed at promoting preschool teachers' competence in relation to pretend play and examined its effects on the teachers' knowledge, efficacy and interaction in pretend play. Regarding the learner's job characteristics and conditions, a small group session of 90 minutes per week was conducted for 8 weeks. To examine the effects of this program, the researcher collected data on the teachers' knowledge and the efficacy by means of questionnaires and the teachers' interaction by observation before and after the program execution. The fourteen child care centers were randomly assigned to both an experimental group or a control group, in which 38 teachers were included. In conclusion, the pretend play competence training program for preschool teacher was observed to be effective in improving their knowledge, efficacy and interactions in pretend play.

• 아동학회지
• /
• 제36권1호
• /
• pp.85-98
• /
• 2015

This study aimed to investigate measures which could reduce the daily stress of 3-5-years-olds who are attending daycare centers, by examining the effects of 3-5-years-olds' time spent in daycare centers and peer competence on daily stress. To this end, two hundred and fifty 3-5-years-olds attending the same daycare for more than 6 months were selected from 5 daycare centers in Daejeon Metropolitan City and tested for their daily stress levels. In addition their teachers completed peer competence tests and a short questionnaire regarding the 3-5-years-olds. In terms of the results, those 3-5-years-olds who spent more than 7 hours or longer in daycare centers were found to have a higher level of daily stress than the 3-5-years-olds who spent less than 7 hours. Additionally, those 3-5-years-olds who returned home after 6 p.m were found to have a higher level of daily stress than the 3-5-years-olds who returned home before 6 p.m. Moreover, it was found that the more time 3-5-years-olds spent in daycare centers and the lower their peer competences were, the more daily stress they seemed to experience.

• Human Ecology Research
• /
• 제53권3호
• /
• pp.241-251
• /
• 2015

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.

• 한국보육지원학회지
• /
• 제17권2호
• /
• pp.121-142
• /
• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• 한국산학기술학회논문지
• /
• 제19권8호
• /
• pp.474-481
• /
• 2018

본 연구는 어머니의 스마트폰 중독경향성 및 유아의 사회적 능력과의 관계에서 어머니의 원가족 경험의 매개효과를 검증하고자 하였다. 연구대상은 제주지역에 소재한 유치원, 어린이집에 유아를 보내는 어머니 481명을 대상으로 설문조사를 수행한 뒤 응답결과를 분석하였다. 수집된 자료처리 분석을 위하여 SPSS Statistic 18.0의 프로그램을 활용하여 구조방정식을 실시하였다. 연구의 결과를 요약하면 다음과 같다. 첫째, 상관분석 결과 어머니의 원가족 경험은 어머니의 스마트폰 중독경향성과 부적상관이 있는 것으로 나타났다. 또한 어머니의 원가족 경험과 유아의 사회적 능력과의 하위요인 유능성과 지도력, 애정표현과는 정적상관을 불안정성과 방해성은 부적상관이 있는 것으로 나타났다. 둘째, 어머니의 스마트폰 중독경향성과 유아의 사회적 능력과의 관계에서 어머니의 원가족 경험의 매개효과가 어떠한지를 알아보기 위해 연구모형과 경쟁모형을 설정하고 이를 검증한 결과 경쟁모형이 더 적합한 것으로 나타났다. 결과적으로 어머니의 스마트폰 중독경향성과 유아의 사회적 능력과의 관계에서 어머니의 원가족 경험은 부분 매개하는 것을 알 수 있다. 이러한 연구결과를 바탕으로 본 연구가 지니는 시사점과 후속연구를 위해 제언을 논의하였다.

• 아동학회지
• /
• 제30권5호
• /
• pp.119-135
• /
• 2009

This study investigated how perceived social support, self-esteem and parenting attitudes of mothers relates to children's social competence and explored the mediating role of parenting attitudes in multicultural families. Participants were 67 immigrant women and their children aged 4-6. Instruments were the Social Support Scale (Park, 1985), Maternal Behavior Instrument (Lee, 1986), Self-Esteem Scale (Rosenberg, 1965) and Social Competence Scale (Doh & Falbo, 1994). Data were analyzed by Pearson's Correlation and Structural Equation Modeling (SEM). Results indicated that social support perceived by mothers related positively to their self-esteem and positive parenting, and to children's social competence. Mothers' self-esteem related positively to their positive parenting and to children's social competence. Maternal parenting behavior mediated the effects of social support and self-esteem on children's social competence.

• 아동학회지
• /
• 제3권
• /
• pp.17-33
• /
• 1982

본 연구는 아동의 탐색활동에 관한 연구에 지침이 되고 자극을 주고자, 또한 실제 지도에 있어 시사점을 발견하고자 이 분야에 관한 주요연구문헌을 고찰하였다. 그리하여 탐색활동을 놀이와 호기심과 비교하여 그 정의를 내리고 탐색활동의 기능과 특징, 그리고 이 활동에 영향을 주는 제 요인을 살펴보았다. 그 결과 아동의 탐색활동에 관한 연구자간의 의견차이를 보이는 것이나 연구공백이 있는 것이 여러부분이 됨이 드러났다. 즉 놀이와 탐색활동과의 구별, 탐색활동과 호기심과의 관계, 탐색활동의 동기, 상황에 따른 탐색활동의 유형변화, 탐색활동을 유발시키는 자극물의 특성-특히 공간적 특성, 탐색활동과 아동의 년령, 성별, 인지적 발달단계와의 관계, 그리고 탐색활동에 있어서의 개인차 등에 관해 더 많은 연구가 요구됨을 알 수 있었다. 특히, 아동의 탐색활동과 지적발달 또는 사회성 발달과의 관계나 아동의 발달과정에 따른 훈련이나 교육을 동한 탐색활동의 증진방안 등은 시사성 있는 중요한 연구테마로 보여진다. 또한 이 탐색활동에 관한 연구에서도 실험실에서 이루어진 연구가 자연적인 상황에 얼마나 일반화 될 수 있는지, 한 번의 관찰이나 실험이 계속적인 의미를 지닐 수 있는지에 대해 연구자들이 더욱 신중해야 할 필요성이 있음이 드러났다. 물론, 한 가지 이론이나 연구로서 탐색활동의 전부를 설명할 수는 없다. 유아교육자들이나 아동학자들은 아동이 그 자신의 환경에 적응하고, 사회적 유능성을 함양시키고, 진정한 의미에서의 지능발달에 중요한 것으로 드러난 이 아동의 탐색활동에 관해 더욱 관심을 가지고 여러 가지 이론과 연구를 빌어 연구나 실제 지도에 필요한 아이디어를 삼아야 할 것이다.

• 수산해양교육연구
• /
• 제24권6호
• /
• pp.806-819
• /
• 2012

The objective of this study is to assess the effect of art activities of young children by utilizing the art therapy techniques on the daily stress and social competence of the young children. Out of children at the age of 5 in two classes of H kindergarten in P city, the study of 25 and controlling group of 25 are allocated to make a total number of 50 study objects. After pretests on the surveyed and controlling groups, 2-3times a week, totaling 12times of experimental treatments are made by selecting the art works of easy application on the education fields for the young children. The outcome of this study is as follow. First, the surveyed group participating in the art activities based on art therapy techniques gets lower points than the controlling group in criticism-attacking circumstance, anxious-frustrated circumstance, pride-deteriorated situation and the general daily stress. Second, the surveyed group participating in the art activities based on art therapy techniques gets higher points than the controlling group in positive-social activities, anxious-contracted activities, angry-aggressive activities and the general social competency.