유아의 신체적 민첩성, 인지능력, 정서조절력 및 사회적 능력감이 학교준비도에 미치는 영향

김현주(Kim, Hyun-Ju),김영희(Kim, Yeong-Hee) 충북대학교 생활과학연구소 2016 생활과학연구논총 Vol.20 No.2

The purpose of this study was to examine the effects of preschool children s physical agility, cognitive, ability, emotional regulation, social competence on their school readiness according to children s gender in terms of developmental perspective, and finally to present baseline date for educational and counselling program for their parents. Subjects of this study were 387 mothers of 5 years old children attending 6 different kindergartens Cheongju city. Data were analyzed by frequency, percentage, Cronbach s α, t-tes t, Pearson s product-moment correlation coefficient using the SPSS 12.0 program. Also, multiple regression analysis was performed to investigate the effects of children s physical agility, cognitive, ability, emotional regulation, social competence on their school readiness. The results of this study were as follows: First, it appeared that emotional regulation, physical agility, and social competence were related to boys school readiness for group living. For girls, it revealed that physical agility, emotional regulation, and cognitive ability were related to school readiness for group living, while social competence was not related to school readiness for group living. Emotional regulation was the strongest predictor of boys whereas cognitive ability was for girls school readiness for group living. Second, it indicated that physical agility, social competence, and cognitive ability were related to boys school readiness for daily life adaptation. For girls, physical agility and cognitive ability were related to school readiness for daily life adaptation. Children s physical agility was the strongest predictor of children s school readiness for daily life adaptation. Third, it revealed that emotional regulation, social competence, physical agility, and cognitive ability were related to boys school readiness for social adaptation, and their emotional regulation had the greatest influence on that. While emotional regulation, social competence, and cognitive ability were related to girls school readiness for social adaptation and their emotional regulation had the greatest influence on that. Fourth, it found that cognitive ability and physical agility had an effect on boys school readiness for learning activity and cognitive ability had the greatest effect on boys school readiness for learning activity. In contrast, it appeared that only cognitive ability was related to girls school readiness for learning activity.

가정환경의 질과 아버지의 양육참여가 취학 전 유아의 학교준비도에 미치는 영향

조경진 ( Kyung Jin Cho ),안선희 ( Sun Hee Ahn ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.3

This study investigated the effect of home environment quality and fathers’ parenting participation on school readiness of preschool children. The subjects were 101 5-years old children, mothers and teachers at child care centers located in the Gyeonggi area. Home environment quality was measured using a ‘Korean Home Environment’ questionnaire. Parenting participation by fathers was measured by ‘Scale for Productive Roles of Fathers of Children in Their Early Childhood.’ Lastly, the children’s school readiness measured the ‘School Readiness Inventory.’ Collected data were analyzed using t-test, correlation analysis, and hierarchical multiple regression. The results of the study showed that the school readiness of preschool children differed by gender. The score of girls’ school readiness was higher than boys’ school readiness. Such difference was apparent in the school readiness areas of general knowledge, mathematical knowledge, and adjustment. There was a positive correlation between age and the school readiness of preschool children. An increase in children’s age also increased school readiness in the areas of linguistic knowledge, mathematical knowledge, and adjustment. Home environment quality and fathers’ parenting participation directly influenced the school readiness of preschool children. The pattern of the results suggests that a desirable home environment and fathers’ contribution in the family for children are critical components to prepare preschool children for elementary school.

유아의 초등학교준비도에 대한 유아교육기관 교사와 학부모 및 초등학교 교사의 인식

지성애(Chi Sung Ae),정대현(Jung Dae Hyun),정효은(Jeong Hyo Eun),안지송(Ahn Ji Song),박은영(Park Eun Young) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.5

본 연구는 유아의 초등학교준비도에 대한 유아교육기관 교사와 학부모 및 초등학교 교사의 인식을 비교하는데 목적이 있다. 연구대상은 유아교육기관 만 5세 유아 담임교사 84명과 학부모 79명 그리고 초등학교 1학년 담임교사 86명 총 249명이었다. 유아의 초등학교준비도에 대한 인석 조사 설문지를 구성하고 배부하여 연구자료를 수집하였으며, 수집된 자료는 x2-검증을 통해 집단 간의 차이를 분석하였다. 연구결과, 유아의 초등학교준비도 요소 중 유아교육기관 교사, 학부모, 초등학교 교사 모두 ‘적응’의 요소가 가장 중요하다고 인식하였다. 차순위로 중요하게 생각하는 요소는 유아교육기관 교사와 초등학교 교사는 ‘기능’과 ‘성향’으로 인식한 반면, 학부모는 ‘지식’이 중요한 것으로 인식하였다. 또한 유아교육기관 교사와 초등학교 교사 집단은 학부모가 유아의 초등학교 입학을 위한 준비도에 책임이 있다고 인식하고 있는 반면, 학부모는 학원 및 학습지 등 사교육 활동을 통해 유아의 초등학교 준비를 대비하는 것으로 나타났다. This study investigated and compared early childhood teachers', parents', and elementary teachers' awareness of elementary school readiness. The research questions were addressed as follows: 1. Are there any differences between the awareness of the early childhood teachers and parents on children's elementary school readiness? 2. Are there any differences between the awareness of the early childhood teachers and elementary teachers on children's elementary school readiness? The subjects used in this study were 84 early childhood teachers who took charge of 5-year-old classes, 79 parents who had a five-year-old child not attending elementary school as the first child, 86 elementary school teachers who took charge of 1st grade classes. A questionnaire was developed to collected data and X2-test was used to analyze the delta. The results of this study showed that there were significant differences between the groups on the awareness of elementary school readiness. Early childhood teachers, parents, and elementary school teachers were aware that 'adjustment' was the most important thing of the elements of school readiness. The early childhood teachers and the elementary teachers were aware 'disposition' was the second important thing among elements of school readiness, while the parents were aware that 'knowledge' was the second important element. Also, the early childhood teachers and the elementary school teachers were aware that parents or caregivers were the most effective factor in preparing children's elementary school readiness. While the parents were aware that attending private institutions and after school programs were the most important preparatory method tor children's school readiness.

유아의 학교준비도 잠재프로파일: 영향요인 탐색 및 집단별 학업성취와 또래관계 차이 분석

김시현 ( Kim Sihyun ) 인하대학교 교육연구소 2023 교육문화연구 Vol.29 No.4

본 연구는 사람중심적 접근방법인 잠재프로파일분석을 활용하여 유아의 학교준비도가 어떤 집단으로 존재하는지 파악하고, 이러한 집단분류에 미치는 영향요인을 규명하고자 하였다. 그리고 학교준비도가 취학 이후 아동의 학업성취도 및 또래관계에 미치는 종단적 영향력을 살펴보았다. 이를 위해 한국아동패널 데이터의 7, 8, 11차년도 자료를 사용하였다. 연구결과는 다음과 같다. 첫째, 유아의 학교준비도 유형은 전 영역에서 우수한 점수를 보이는 집단(고성취집단, 60.0%), 중간 수준을 유지하는 집단(중간성취집단, 32.6%), 모든 영역에서 낮은 점수를 보이는 집단(저성취집단, 7.4%)세 가지 유형으로 구분되었다. 둘째, 영향요인 분석결과, 여아이며, 가구의 사회경제적 수준이 높을수록 저성취집단보다는 중간성취집단이나 고성취집단에 속할 개연성이 높은 것으로 나타났다. 셋째, 학교준비도 잠재계층에 따라 초 1, 4시기 학업성취와 또래관계 수준의 차이를 분석한 결과, 초1과 초4시기 모두 학교준비도 고성취집단이 중간 및 저성취집단에 비해 더 높은 학업성취와 또래관계를 보이는 것으로 나타났다. 이는 취학 전 학교준비도 수준이 높았던 아동이 취학 이후에도 지속적으로 높은 학업성취 수준을 보이며, 학교준비도가 아동의 초등학교 생활에 적응할 수 있는 사회정서적 발달에 지속적으로 영향을 미친다는 점을 보여준다. 본 연구는 취학 전 학교준비도가 취학 이후 아동의 발달에 미치는 효과를 실증적으로 규명함으로써 유아기의 중요성을 강조하며, 학교준비도 제고를 위한 시사점을 도출하였다. This study was to identify the latent groups of school readiness using latent profile analysis and investigate the factors that influence the classification of these groups. We also explored the longitudinal effects of school readiness on the academic achievement and peer relationships of children in the later school year. We used data from the 7th, 8th, and 11th waves of the Panel Study on Korean Children collected annually by the Korea Institute of Child Care and Education. The results demonstrated that the latent profiles were uncovered into the following three groups based on school readiness, which were high (60.0%), medium (32.6%), and low (7.4%) achievers. Second, the results of examining the influencing factors on the latent profile showed that girls with a higher socioeconomic level in the household were more likely to be in the medium or high achievers’ group than that of the low achievers. Third, we analyzed whether there were differences in academic achievement and peer relationships at Grades 1 and 4 in elementary school by the latent profiles and found that high achievers had higher levels of academic achievement and peer relationships at both school grades than medium and low school readiness groups. These results suggest that children with higher levels of school readiness in preschool continue to have higher levels of academic achievement in school and that school readiness has a longitudinal impact on not only academic achievement but also children's social-emotional development to help them adjust to elementary school. This study emphasizes the importance of early childhood education by empirically identifying the effects of preschoolers' cognitive, language, and social-emotional development on children's development in later school years and draws implications for improving school readiness.

예비초등학생의 정서행동문제가 가정환경특성을 매개로 학교준비도에 미치는 영향

김정민 ( Kim Jungmin ),김민선 ( Kim Minsun ),마은희 ( Ma Eunhee ) 초록우산 어린이재단(구 한국복지재단) 2017 어린이재단 연구논문 모음집 Vol.2017 No.-

본 연구는 예비초등학생의 정서행동문제와 학교준비와의 관계를 살펴보고 가정환경의 매개효과를 알아보는 것을 목적으로 하였다. 서울, 경기 및 인천지역의 예비초등학생 부모 및 주 양육자를 대상으로 설문을 실시하였으며 설문에 응답한 총206명의 응답내용을 바탕으로 연구결과를 분석하였다. 그 결과 첫째, 예비초등학생의 일반적 특성에 따른 예비초등학생의 학교준비도는 남아와 130만원 이하의 가구의 예비초등학생이 학교준비도가 낮았으며, 아버지의 학력이 높은 예비초등학생이 학교준비도가 높게 나타났다. 둘째, 정서행동문제를 가진 예비초등학생은 학교준비도가 낮았다. 셋째, 예비초등학생의 가정환경자극이 놓을수록 학교준비도 역시 높았다. 넷째, 예비초등학생의 정서행동문제와 학교준비도에서 가정환경특성의 매개효과는 부분매개를 확인할 수 있었다. 질적연구는 양적 설문조사 분석결과를 토대로 하여 유아교육기관의 예비초등학생의 담임교사를 대상으로 3개 그룹을 구성하여 전문가초점집단면접(Focus group interview)을 실시하였다. 그 결과 첫째, 학교준비도에 있어서의 중요도는 주 양육자와의 교사 간 차이가 존재했다. 둘째, 정서행동의 문제가 예비초등학생의 학교준비도에 영향을 미치는 것으로 보고되었다. 셋째, 예초등학생의 가정환경 특성과 학교준비도의 관계에 영향을 미치는 것으로 나타났으며 특별히 가정환경의 특성 중 양적분석과 같은 결과로 반응적 상호작용이 가장 취약한 것으로 나타났다. 넷째, 연구의 참여자들은 예비초등학생의 학교준비도를 향상하기 위한 가정, 유아교육기관, 정부나 공공기관, 민간지역기관의 각 주체별 역할에 대해 제안 하였다. The purpose of this study was to investigate the relationship between pre-elementary school students `motional behavior problems and school preparedness and to analyze the mediating effect of home environment. In Seoul and Gyeonggi provinces, quantitative data were collected from 206 pre- primary school children's parents and caregivers. As a result, first, the school readiness of the children according to the general characteristics of the preschoolers was lower in boys and that of the children whose income was less than 1.3 million won and the children with high father's academic ability showed high school readiness. Second, children with emotional behavior problems had low school readiness. Third, the better the home environment of the preschoolers, the higher the school readiness. Fourth the mediating effects of the home environment characteristics on the preschooler's emotional behavior problems and school readiness were partially mediated. Based on the results of the quantitative survey, qualitative research conducted in-depth interviews with 3 groups of pre-primary school'teachers in early childhood education institutions. First, there was a difference between the Second, the problems of emotional behavior were reported to affect the school readiness of the children. Third, the relationship between the characteristics of the home environment and the school readiness of the preschoolers was found to be influential. Especially, the interactive interaction was the weakest among the characteristics of the home environment. Fourth, participants of the study suggested the role of each subject of home, kindergarten educational institution, government, public institution, and private local institution to improve the school readiness of preschoolers.

영아기 기질 잠재프로파일 유형이 학교적응에 미치는 종단적 영향: 학교준비도의 매개효과

김윤희,김현경,김재희 한국유아교육학회 2019 유아교육연구 Vol.39 No.6

The present study investigated children’s different temperamental profiles focusing on negative emotionality and self-regulation and their longitudinal associations with school readiness and subsequent school adjustment. We also examined whether children’s school readiness mediated the association between children’s temperamental profiles and school adjustment. The present study included 205 children (99 girls) who were randomly selected from the Panel Study on Korea Children. Mothers reported on children’s temperament at age 1. Teachers rated children’s school readiness at age 6 and school adjustment at age 7. Findings from the Latent Profile Analysis indicated that children were classified into the "very low negative emotionality/very low self-regulation" group (n = 60, 29%), the "low negative emotionality/high self-regulation" group (n = 72, 35%), and the "high negative emotionality/low self-regulation" group (n = 73, 36%). Findings also indicated significant differences in school readiness and school adjustment across the three temperamental profiles. The "very low negative emotionality/very low self-regulation" group showed higher levels of school readiness than the other groups and higher levels of school adjustment than the "very low negative emotionality/very low self-regulation" group. Compared to the "low negative emotionality/high self-regulation" group, temperamental profiles of the other two groups significantly influenced school readiness, which led to school adjustment. This study indicates that children with negative emotional reactivity and poor self-regulation may be at risk for successful transition into school. 본 연구는 잠재프로파일분석 방법으로 기질의 대표적 하위요소인 부정적 정서성과 자기통제력을 통해 아동의 기질 유형을 분류하고, 각 유형별 학교준비도와 학교적응 수준의 차이를 비교하였다. 또한, 아동의 기질프로파일 유형과 학교적응의 관계에서 아동의 학교준비도가 매개역할을 하는지 검증하고자 하였다. 연구대상은 아동 205명(여아 99명)으로 육아정책연구소의 한국아동패널(Panel Study on Korean Children, PSKC) 중 어머니가 보고한 만 1세부터 만 7세까지의 2-8차년도(2009-2015년) 자료를 사용하였고, 연구모형은 잠재프로파일과 Wald test를 사용하여 분석하였다. 연구결과, 첫째, 만 1세 시기 영아 205명 중 60명(29%)은 매우 낮은 부정적 정서성/ 매우 낮은 자기통제력 프로파일, 72명(35%)은 낮은 부정적 정서성/ 높은 자기통제력 프로파일, 그리고 73명(36%)은 높은 부정적 정서성/ 낮은 자기통제력 프로파일을 가진 집단으로 분류되었다. 둘째, 만 6세 시기 학교준비도와 만 7세 시기 학교적응은 세 가지 프로파일 집단에 따라 차이를 보였다. 낮은 부정적 정서성/ 높은 자기통제력 프로파일을 가진 아동은 다른 기질 프로파일을 가진 아동들보다 높은 학교준비도 수준을 보였다. 특히, 낮은 부정적 정서성/ 높은 자기통제력 프로파일을 가진 아동이 매우 낮은 부정적 정서성/ 매우 낮은 자기통제력 프로파일을 가진 아동보다 높은 수준의 학교적응을 보이는 것으로 나타났다. 셋째, 아동의 기질적 프로파일이 학교준비도를 거쳐 학교적응에 미치는 간접적 영향이 유효한 것으로 나타났다. 본 연구결과는 아동의 부정적 정서성과 낮은 자기통제력은 학교 전이시기의 위험요소로 작용할 수 있음을 시사한다.

취학 전 유아의 학교준비도 유형과 초등학교 시기의 학교적응과의 관계: 잠재계층분석을 중심으로

정연아(Jung Youn Ah),김수정(Kim Soo Jung) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.18

본 연구는 취학 전 유아의 학교준비도 유형을 탐색하고, 각 유형에 따라 초등학교 저학년 시기 학교적응의 차이를 살펴보고자 하였다. 또한, 잠재계층 유형에영향을 미치는 인구사회학적 요인도 분석하였다. 이를 위해 한국아동패널 7〜10차년도(2014 〜2017년) 자료를 사용하였으며, 1,203명을 대상으로 잠재계층분석과 일원분산분석을 실시하였다. 분석결과는 다음과 같다. 첫째, 취학 전 유아의 학교준비도는 3개의 잠재계층으로 구분되었으며, 이는 “학교준비도 수준이 높은 유형(41.6%)”, “학교준비도 수준이 보통인 유형(37.6%)”, “학교준비도 수준이 낮은 유형(20.9%)”으로 명명하였다. 둘째, 취학전 유아의 학교준비도 유형에 따른 초등학교 1학년, 2학년, 3학년 시기의 학교적응(학교생활적응, 학업성취, 또래적응, 교사적응)은 모두 유의한 차이가 있는 것으로 나타났다. 더불어 유아의 성별이 학교준비도 유형에 영향을 미치는 요인으로 나타났다. 이러한 연구결과를 바탕으로 취학 전 유아의 학교준비도 유형에 따른 학령기 학교적응에 관한 종단적 영향력을 살펴봄으로써 학교준비도의 중요성에 관한 기초자료를 마련하는데 정책적 의의를 도출하였다. This study aimed to explore latent profiles of school readiness for young children and to examine the differences in their school adjustment in elementary school among profile groups. To achieve this, this study used 1,203 children from the Panel Study on Korean Children and we utilized LPA(Latent Profile Analysis and ANOVA(Analysis of Variance). The results were as follows. First, three distinct profiles of school readiness were identified: 41.6 % of students were students with high-level of school readiness, 37.6% were student with middle-level of school readiness, and 20.9% were students with low-level school readiness. Next, the main findings indicated that there were statistically significant differences among the profile groups on students school adjustment from the first grade to third grade in elementary school. In addition, child’s gender was a factor associated with the profile groups. Based on the findings, implications upon th importance of school readiness affecting later school life were discussed for educators and teachers.

Exploring Korean Mothers‘ Socially Constructed Meaning of School Readiness in Lower and Higher Socioeconomic Status Communities

Ji Won Kim 한국유아교육학회 2009 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.15 No.1

This study explored the meaning of school readiness of Korean mothers in lower and higher socioeconomic status (SES) communities through the qualitative case study method. For the research, 21 Korean mothers from two kindergartens placed in two different SES communities in Seoul, Korea, participated. This study found that the meaning of school readiness among Korean mothers involved academic and social preparation. On a daily basis, more emphasis was placed on academic preparation than social preparation. The meanings of school readiness for the Korean mothers were deeply constituted within and constituted Korea‘s social and cultural contexts such as education fever, private education and early education in the society. Some differences were found between two groups of mothers in terms of the meaning of school readiness. Two groups of mothers had different standards for extracurricular education in relation to school readiness. This study also confirmed the significance of the ready school and the ready community in relation to children‘s school readiness. As for the ready school, the higher SES mothers were most concerned about quality of teachers in the school, while the lower SES mothers were concerned more about school violence including the Wangdda (Socially rejected or an outcast in a group) problem in Korean schools.

Exploring Korean Mothers' Socially Constructed Meaning of SchoolReadiness in Lower and Higher Socioeconomic Status Communities

김지원 한국유아교육학회 2009 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.15 No.1

This study explored the meaning of school readiness of Korean mothers in lower and higher socioeconomic status (SES) communities through the qualitative case study method. For the research, 21 Korean mothers from two kindergartens placed in two different SES communities in Seoul, Korea, participated. This study found that the meaning of school readiness among Korean mothers involved academic and social preparation. On a daily basis, more emphasis was placed on academic preparation than social preparation. The meanings of school readiness for the Korean mothers were deeply constituted within and constituted Korea's social and cultural contexts such as education fever, private education and early education in the society. Some differences were found between two groups of mothers in terms of the meaning of school readiness. Two groups of mothers had different standards for extracurricular education in relation to school readiness. This study also confirmed the significance of the ready school and the ready community in relation to children's school readiness. As for the ready school, the higher SES mothers were most concerned about quality of teachers in the school, while the lower SES mothers were concerned more about school violence including the Wangdda (Socially rejected or an outcast in a group) problem in Korean schools.

근거기반 학교준비도 프로그램을 위한 제언: 국내·외 사례 고찰과 발달적 관점을 중심으로

이지원 ( Lee Jiwon ),우현경 ( Woo Hyun-Kyung ),김현경 ( Kim Hyoun K. ) 한국유아교육학회 2021 유아교육연구 Vol.41 No.6

초등 전이 시기는 아동이 발달적, 사회적으로 중요한 변화를 경험하는 시기로 이 시기의 학교준비가 학교적응과 성취에 종단적인 영향을 미치는 것으로 알려져 있다. 그러나 우리나라는 학교준비가 다양한 영역을 포괄하지 못하고, 근거기반의 학교준비도 프로그램이 부족한 실정이다. 이에 본 연구는 중개연구(translational research)의 근거기반실천(evidence-based practice)과 발달적 관점을 소개한 뒤, 이와 관련해 국내 근거기반 학교준비도 프로그램 개발 및 시행을 위한 제언을 연구의 주요 목표로 한다. 이를 위해 국내 공공기관에서 시행되고 있는 2개의 학교준비도 프로그램과 학술지에 게재된 3개의 학교준비도 프로그램 사례를 고찰하고, 3개의 국외 근거기반 학교준비도 프로그램(Head Start Research-based, Developmentally Informed[Head Start REDI], Kids in Transition to School[KITS], 그리고 Home Instruction for Parents of Preschool Youngsters[HIPPY]을 살펴보았다. 이를 종합하여 1) 학교준비도 개념의 확장 2) 이론에 근거한 프로그램 개발과 효과성 검증 및 운영, 보급 단계를 고려한 중개연구의 필요성, 3) 발달적 관점을 적용한 효과적 개입 대상, 방식, 시기에 대한 논의 등 3가지 제언점을 도출, 논의하였다. The transition-to-school period is when the children experience a great deal of developmental and environmental changes. It is well established that school readiness in this period has significant implications for school adjustment concurrently and longitudinally. However, research on school readiness in Korea failed to recognize its multidimensional components, including early literacy and numeracy, self-regulation, and social skills. In addition, there is a lack of evidence-based programs in interventions for children’s school readiness. This study aimed to discuss the importance of developing and implementing evidence-based school readiness programs in Korea. First, we introduced several notions of evidence-based practices and developmental perspectives in translational research. Next, we reviewed two school readiness programs implemented in public institutions and three programs published in peer-reviewed journals in Korea. Last, we discussed three evidence-based school readiness programs that were developed in other countries, Head Start Research-based, Developmentally Informed (REDI), Kids in Transition to Schools (KITS), and HIPPY (Home Instruction for Parents of Schools). In conclusion, ths study offered three suggestions that could help promote the evidence-based practices in the field of school readiness programs in Korea.