• Title/Summary/Keyword: Peer Social Competence

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The Mediating Effects of Mothers' Management Strategies of Peer Relationship on the Relationship Between Maternal Beliefs on Social Development and Child's Peer Competence (어머니의 사회성 발달에 관한 신념이 유아의 또래유능성에 미치는 영향: 또래관계 관리전략의 매개효과를 중심으로)

  • Song, Ae-Ran;Ko, Young-Kwang;Um, Hee-Kyung;Song, Seung-Min
    • Korean Journal of Childcare and Education
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    • v.15 no.6
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    • pp.99-116
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    • 2019
  • Objective: This study examined the relationship between maternal beliefs on social development, management strategies of peer relations, and their child's peer competence in order to understand how to promote children's peer competence. Methods: Self-report questionnaires were used on 195 mothers with children four to years old. Data were analyzed using Pearson Correlation Analysis and Baron and Kenny's three-step regression. Results: First, there was a positive relationship between maternal beliefs on social development and their child's peer competence. Second, this study found that there were partial mediating effects of advice·support and supervision on the relationship between maternal beliefs on social development and children's social competence. Conclusion/Implications: The findings confirm that mothers' beliefs on social development and management strategies of peer relationships are proceeding factors for children's peer competence. Significant attention should be paid to mothers' beliefs on social development and management strategies of peer relationships for children's positive social development.

The Effect of Children's Peer-Relationship and Teacher-Child Relationship on Social Competence (유아의 또래관계 및 교사와의 관계가 사회적 능력에 미치는 영향)

  • Jeon, Kyung-Ah;Lee, Jin-Sook
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.659-668
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    • 2003
  • The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

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Analysis of Peer Interaction by Social Competence Groups Working on Cooperative Art Activities (조형활동을 통한 협동학습에서 사회적 능력별 집단구성에 따른 또래 상호작용 분석)

  • Seo, Young Sun;Ohm, Jung Ae
    • Korean Journal of Child Studies
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    • v.27 no.3
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    • pp.207-223
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    • 2006
  • Classroom teachers measured children's social competence(SC). Thirty-two children were observed while they participated in cooperative art activities in homogeneous(high SC with high SC, or low SC with low SC) and heterogeneous(mixed SC) groups. Results showed that positive peer interaction was the most frequent type of interaction. Children with lower levels of social competence worked alone rather than in peer interaction. Children with higher levels of social competence showed more positive peer interaction. 'Imitating', a sub-item of dependent peer interaction, was most frequent in children with lower levels of social competence. Higher SC children maintained high SC regardless of grouping, but lower SC children showed significant differences in peer interaction between homogeneous and heterogeneous groups.

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The Relationship between Children's Social Competence and Perceived Peer Relations (아동이 지각한 또래관계와 사회적 능력과의 관계)

  • Lim, Chung ha;Chung, Ock boon
    • Korean Journal of Child Studies
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    • v.18 no.1
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    • pp.163-175
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    • 1997
  • This study examined sex and grade difference in perceived peer relations and the relationship between children's social competence and perceived peer relations. The subjects were 365 children and their mothers. Instruments were the Children's Social Competence Questionnaire (Lee, 1993) and the modified version the of Social Network of Relationships Inventory (Han, 1996). Data were analysed by F-test, Pearson's correlations, and multiple regression analysis. Perceived peer relations differed by sex and grade in some sub-domains. The social support, intimacy, and companionship of perceived peer relations were positively associated with social competence. The social support of perceived peer relations was the most influential factor affecting children's social competence.

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Effects of Social-Emotional Competence Program Utilizing Group Play Therapy for Young Children on Prosociality, Teacher-Child Relation and Peer Competence (집단놀이치료를 활용한 유아 사회정서적 유능감 프로그램이 친사회성, 유아-교사관계 및 또래유능감에 미치는 효과)

  • Ha, Young-Rye
    • Korean Journal of Child Studies
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    • v.30 no.5
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    • pp.57-72
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    • 2009
  • The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

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Children's Peer Status and Self-Perception (또래지위에 따른 아동의 자아지각)

  • 임연진
    • Journal of the Korean Home Economics Association
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    • v.32 no.1
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    • pp.119-132
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    • 1994
  • The purpose of this study was to investigate children's self-perceptions of social competence in three different levels of peer status and to determine the degree of congruence between children's perceptions and teachers' ratings of social competence. The subjects were 46 bpys and 44 girls identified as popular neglected and rejected by peers in preschool and in first and second grades. A sociometric test was used to identify children's peer status. Children's self-perceptions were assessed by the social Competence Scale for Young Children and teachers' assessment of children's competence was collected by a rating scale. The data were analyzed by 3-way ANOVA 2-way MANOVA for repeated measures and pearson product-moment correlations. The results showed that children's self-perceptions of social competence were generally positive and not significantly different by peer status and grade level in three of the four domains. For the maternal acceptance domain the degree of acceptance perceived by neglected group decreased with grade while those of popular children increased. The degree of congruence between children's perceptions and teachers' ratings were different by peer status. Popular children's estimation of their social competence was more congruent with teachers but neglected and rejected children overestimated their competence.

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Effectiveness of Creative Drama in Promoting Social Competence in Peer Abused/At-Risk Children (교육연극을 적용한 사회적 유능성 중재 프로그램의 집단따돌림/위험 아동의 사회적 유능성 증진 효과 연구)

  • Chung, Kai Sook
    • Korean Journal of Child Studies
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    • v.23 no.4
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    • pp.171-183
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    • 2002
  • This study examined the applicability of creative drama to a social competence program for poorly accepted(socially at-risk) elementary school children. The subjects were 40 $2^{nd}$(n=20) and $5^{th}$(n=20) grade children. The experimental group(n=20) participated in a social competence program that included 18 sessions of the creative drama activities during winter vacation. The Peer Rating Scale, the Peer Competence Scale, and the Quality of Friendship Scale were administered as pre- and post-test. Covariance analyses showed no differences between experimental and control groups on peer competence and quality of friendship, but the children who participated in the program showed some differences in total scores and sub-areas on quality of friendship by grade and level of peer pre-acceptance.

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Social Competence, Peer Contacts, and Emotional Development in Children of Lower SES Employed Mothers (저소득층 취업모 자기보호 아동의 사회적 능력, 또래관계 및 정서발달)

  • Choi, Kyung Soon;Jeong, Hyeon Hee
    • Korean Journal of Child Studies
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    • v.17 no.2
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    • pp.107-119
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    • 1996
  • This study investigated social competence, peer contacts, and emotional development in children of lower SES employed mothers. Instruments were Choi's (1992) questionnaire on social competence, Pettit's (1988) questionnaire on peer contacts, and Kang's (1986) and Kim's (1993) questionnaires on emotional development. The data was analyzed by t-test. Social class differences were found in children's social capability, leadership and anxiety, in peer contacts, and in emotional disturbance and aggression.

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Video and Computer Game Use and the Sociality of Young Children (유아의 전자게임 이용과 사회성에 관한 연구)

  • 조경자
    • Journal of the Korean Home Economics Association
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    • v.40 no.9
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    • pp.35-46
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    • 2002
  • This study was to investigate whether there are any differences in social competence by the frequency of young children's video and computer game use. Social development was categorized as peer popularity and social competence. The subjects were 215 children(118 boys, 97 girls) aged 4-6 years(M= 63.6 months, SD=6.8) from 3 kindergartens in Chung-Cheong Nam Do. The frequency of children's video and computer game use was reported by their parents. Peer popularity was rated by their classmates and social competence by their teachers with Kohn Social Competence Scale(KSCS). No significant relationship was found between game use and peer popularity. The children who played video and computer games once or twice a week got the highest score on the‘social interest and participation’But social cooperation dimension was not related with the frequency of video and computer game use but with the sex of children.

Warmth Parenting and the Social Competence of Preschoolers : Sequential Mediation Effects of Self-Esteem and Positive Peer Play Interaction (부모의 온정적 양육행동이 유아의 사회적 유능성에 미치는 영향에서 자아존중감과 긍정적인 또래놀이 상호작용의 직렬매개 효과)

  • Rhee, Sun-Hee;Lee, Eun-Gyoung;Park, Seon-Young
    • Korean Journal of Childcare and Education
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    • v.15 no.4
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    • pp.37-57
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    • 2019
  • Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.