유아의 놀이행동 유형에 미치는 실행기능의 영향: 과제지향행동과 교사-유아 관계의 조절된 매개효과 = The Influence of Children’s Executive Function on Play Behavior Type: Moderated Mediation Effect of Task-Focused Behavior and Teacher-Child Relationship

국문 초록 (Abstract)

본 연구는 만 4-5세 유아의 놀이행동 유형에 미치는 실행기능의 영향에서 과제지향행동과 교사-유아 관계의 조절된 매개효과를 검증하고자 하였다. 이를 위해 서울과 경기 소재 유아교육기관에 재원 중인 유아 107명과 해당 유아의 어머니 107명, 교사 72명을 대상으로 유아의 놀이행동, 실행기능, 과제지향행동, 교사-유아 관계에 관한 자료를 수집하였고, 종속변수에 미치는 영향력을 통제하기 위해 유아발달수준을 공변인으로 설정하였다. 연구자료는 SPSS 25.0과 SPSS Process Macro 4.0(Hayes, 2022)을 이용하여 매개효과, 조절효과, 조절된 매개효과를 검증하였다. 주요 연구결과는 첫째, 유아의 실행기능과 사회적 놀이의 관계를 과제지향행동이 완전매개하였다. 둘째, 유아의 실행기능이 사회적 놀이, 거친 놀이, 방관자적 놀이에 미치는 영향을 교사-유아 친밀감이 조절하는 것으로 나타났다. 셋째, 유아의 실행기능이 과제지향행동을 통해 거친 놀이에 미치는 경로에서 과제지향행동에 대한 교사-유아 친밀감의 조절된 매개효과가 나타났다. 이러한 결과로 교사-유아 친밀감 수준에 따라 실행기능과 과제지향행동이놀이행동에 미치는 효과가 다르게 작용함을 확인하였다. 따라서 놀이행동 유형마다 유아의 참여 수준에 영향을 끼치는 실행기능과 교사-유아 관계의 중요성을 강조하였다.

다국어 초록 (Multilingual Abstract)

This study aimed to examine moderated mediation effect according to the task-focused behavior and teacher-child relationship on the influence of children’s executive function on play behavior type. The participants included 107 children(aged 4-5 years) and their mothers, and 72 teachers. Mediation(Model 4), moderation(Model 1), and moderated mediation (Model 15) models were analyzed using SPSS 25.0 and PROCESS macro 4.0 programs(Hayes, 2022). The study shows, first, task-focused behavior mediated the relationship between children's executive function and social play behavior. Second, the teacher-child intimacy moderated the effects of the children’s executive function on the social play, rough-tumble play, and reticent play. Third, the indirect effect of executive function through children’s task-focused behavior on rough-tumble play was moderated by teacher-child intimacy. These results suggest that the effect of the executive function on the play type through task-focused behavior is different according to the level of teacher-child intimacy. Therefore, the importance of the children’s executive function and teacher-child relationship that influences the level of participation of children in play behavior type was emphasized.

참고문헌 (Reference)

1 권은영 ; 이현진, "한국 아동의 속임수, 틀린 믿음, 실행기능의 발달 및 상호 관계성" 한국심리학회 산하 한국발달심리학회 25 (25): 165-184, 2012

2 이순복, "창의적 교사 역할 및 교사-유아관계가 상호작용적 또래놀이에 미치는 영향" 한국아동교육학회 18 (18): 151-163, 2009

3 김민정 ; 엄정애, "유아의 혼자 놀이와 기질 및 문제 행동과의 관계" 한국아동학회 26 (26): 1-14, 2005

4 박미정, "유아의 자기조절학습능력과 놀이행동 간의 관계" 이화여자대학교 대학원 2017

5 이지영 ; 성지현, "유아의 의도적 통제와 유아-교사 관계가 유아의 사회성에 미치는 영향: 성별의 조절된 매개효과" 한국심리학회 산하 한국발달심리학회 34 (34): 87-112, 2021

6 박은주, "유아의 연령과 성별에 따른 놀이유형이 실행기능에 미치는 영향" 한국엔터테인먼트산업학회 11 (11): 185-197, 2017

7 변혜원, "유아의 실행기능, 교사-유아관계와 놀이행동 간의 관계" 111-112, 2021

8 손복영, "유아의 성별, 연령 및 교사-유아관계에 따른 유아의 놀이행동연구" 2 (2): 37-53, 2009

9 조은옥, "유아의 기질과 놀이행동에 관한 연구" 6 (6): 55-67, 2003

10 성지현, "유아의 과제지향행동에 대한 어머니의 교육적 지지행동, 교사-유아관계 및 인지적∙정의적 실행기능의 영향" 한국심리학회 산하 한국발달심리학회 30 (30): 195-217, 2017

11 백상수 ; 황윤세, "어머니-유아 애착과 교사-유아 관계가 유아의 놀이 특성에 미치는 영향" 한국열린유아교육학회 19 (19): 203-221, 2014

12 권미나 ; 엄정애, "실내⋅외 자유놀이시간에 나타나는 유아의 또래 놀이집단 가입행동과 사회적 행동과의 관계" 교육과학연구소 42 (42): 137-156, 2011

13 최미숙 ; 황윤세, "상호작용적 또래놀이에 대한 교사-유아관계와 또래유능성의 관계 분석" 미래유아교육학회 14 (14): 103-123, 2007

14 신은수, "놀이와 유아교육" 학지사 2016

15 신은수, "놀이에 대한 교사효능감이 교사와 유아의 상호작용과 유아 놀이발달에 미치는 영향" 20 (20): 27-42, 2000

16 고경희 ; 신나리, "남아의 거친 신체놀이와 또래 인기도의 관계에서 자기조절력의 매개 및 조절효과" 한국생활과학회 30 (30): 909-921, 2021

17 교육부, "「경제협력개발기구(OECD) 교육지표 2021」결과 보도 자료"

18 Perner, J., "Understanding other minds: Perspectives from developmental cognitive neuroscience" Oxford University Press 150-181, 2000

19 Nurmi, J. E., "Underachievers′ Cognitive and Behavioural Strategies-Self-Handicapping at School" 20 (20): 188-200, 1995

20 Flynn, B. M., "The teacher-child relationship, temperament, and coping in children with developmental disabilities" Teachers College, Columbia University 2000

21 Birch, S. H., "The teacher-child relationship and children's early school adjustment" 35 (35): 61-79, 1997

22 Larson, R., "The solitary side of life:An examination of the time people spend alone from childhood to old age" 10 (10): 155-183, 1990

23 Onatsu-Arvilommi, T., "The role of task-avoidant and task-focu sed behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged lon gitudinal study" 92 (92): 478-491, 2000

24 Ewing, A. R., "The role of child gender and ethnicity in teacher -child relationship quality and children's behavioral adjustment in preschool" 24 (24): 92-105, 2009

25 Trochim, W. M., "The research methods knowledge base" Atomic Dog. Publishing 2006

26 Turuk, M. C., "The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom" 5 (5): 244-262, 2008

27 Kelly, R., "The relationship between symbolic play and executive function in young children" 36 (36): 21-27, 2011

28 Pellegrini, A. D., "The relationship between kindergartners' play and achievement in prereading, language, and writing" 17 (17): 530-535, 1980

29 Paes, T. M., "The relations between teacher-child closeness and conflict in preschool and children’s outcomes in kindergarten" Human Development & Family Studies, Purdue University

30 Piaget, J., "The relation of affectivity to intelligence in the mental development of the child" 26 (26): 129-, 1962

31 Smilansky, S., "The effects of sociodramatic play on disadvantaged preschool children" John Wiley and Sons, Inc 1968

32 Peppler, D., "The effects of play on convergent and divergent problem solving" 52 : 1202-1210, 1981

33 Zelazo, P. D., "The development of executive function in early childhood" 68 (68): 1-151, 2003

34 Carlson, S. M., "The development of ex ecutive function in early childhood: Exe cutive function in context: Development, measurement, theory and experience" 68 (68): 138-151, 2003

35 Brock, L. L., "The contributions of ‘hot’ and ‘cool’ executive function to children's academic achieve ment, learning-related behaviors, and engagement in kindergarten" 24 (24): 337-349, 2009

36 Merritt, E. G., "The contribution of teachers'emotional support to children's social behaviors and self-regulatory skills in first grade" 41 (41): 141-159, 2012

37 Gruber, S., "The concept of task orientation in the analysis of play behav ior of children entering kindergarten" 24 (24): 326-335, 1954

38 La Paro, K. M., "The classroom assessment scoring system: Findings from the prekindergarten year" 104 (104): 409-426, 2004

39 Carlson, S. M., "The Oxford Hand book of the Development of Imagination" Oxford University Press 161-174, 2013

40 Gray, P., "The Cambridge Handbook of Play:Developmental and Disciplinary Perspecti ves(Cambridge Handbooks in Psychology)" Cambridge University Press 1-2, 2018

41 Gioia, G. A., "Test review behavior rating inventory of executive function" 6 (6): 235-238, 2000

42 Pianta, R. C., "Teacher-child relationships and children's success in the first years of school" 33 (33): 444-458, 2004

43 Kontos, S., "Teacher's interaction with children: Why are they so important?" 52 (52): 4-12, 1997

44 Pianta, R. C., "Student-teacher relationship scale-short form"

45 Moore, N. V., "Solitary play: Some functional reconsiderations" 10 (10): 830-834, 1974

46 Parten, M. B., "Social participation among pre-school children" 27 (27): 243-269, 1932

47 Clunies-Ross, P., "Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour" 28 (28): 693-710, 2008

48 Skaalvik, E. M., "Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety" 89 (89): 71-81, 1997

49 Pellegrini, A. D., "Rough-and-Tumble Play on the Elementary School Playground" 43 (43): 14-17, 1988

50 Ryan, R. M., "Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem" 14 (14): 226-249, 1994

51 Doumen, S., "Reciprocal relations between tea cher-child conflict and aggressive behav ior in kindergarten: A three-wave longit udinal study" 37 (37): 588-599, 2008

52 Sabol, T. J., "Recent trends in research on teacher-child relationships" 14 (14): 213-231, 2012

53 Lei, T., "Rationalizing neural predictions"

54 Coplan, R. J., "Quiet at school: An educator's guide to shy children" Teachers College Press 2016

55 Ritchie, S., "Program practices, caregiver stability, and child-caregiver relationships" 24 (24): 497-516, 2003

56 Palermo, F., "Preschoolers’ academic readiness: What role does the teacher-child relationship play?" 22 (22): 407-422, 2007

57 Johnson, J. E., "Play, development, and early education" Pearson/Allyn and Bacon 2005

58 Bergen, D., "Play as a medium for learning and development: A hand book of theory and practice" Vintage 1988

59 Neitzel, C., "Mothers'scaffolding of children's problem solving:establishing a foundation of academic self-regulatory competence" 17 (17): 147-159, 2003

60 Pianta, R. C., "Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten" 12 (12): 263-280, 1997

61 Metin Aslan, Ö., "Moderating Effects of Teacher–Child Relationship on the Association Between Unsociability and Play Behaviors" 1-17, 2022

62 Dansky, J. L., "Make-believe: A mediat or of the relationship between play and associative fluency" 51 (51): 576-579, 1980

63 Anderman, E. M., "Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices" 26 (26): 76-95, 2001

64 김정미 ; 신희선, "K-CDI 아동발달검사 표준화 연구" 한국아동학회 27 (27): 39-53, 2006

65 Trawick-Smith, J. W., "Interactions in the classroom: Facilitating play in the early years" Prentice Hall 1994

66 Nicholls, J. G., "Individual differen ces in academic motivation: Perceived ab ility, goals, beliefs, and values" 1 (1): 63-84, 1989

67 Engel, S., "How teachers respond to children’s inquiry" 46 (46): 183-202, 2009

68 Drugli, M. B., "How are closeness and conflict in student–teacher relationships associated with demographic factors, school functioning and mental health in Norwegian schoolchildren aged 6-13?" 57 (57): 217-225, 2013

69 Shaheen, S., "How Child's Play Impacts Executive Function-Related Behaviors" 3 (3): 182-187, 2014

70 Elliot. E., "Goals: An approach to motivation and achievement" 54 : 5-12, 1988

71 Coplan, R. J., "Exploring and assessing nonsocial play in the preschool: The development and validation of the Preschool Play Behavior Scale" 7 (7): 72-91, 1998

72 Diamond, A., "Executive functions" 64 : 135-168, 2013

73 Nesbitt, K. T., "Executive function skills and acad emic achievement gains in prekinderga rten: Contributions of learning-related be haviors" 51 (51): 865-878, 2015

74 Garon, N., "Executive function in preschoolers : a review using an integrative framework" 134 (134): 31-60, 2008

75 Myers, S. S., "Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioem otional adjustment" 20 (20): 756-774, 2009

76 Carlson, S. M., "Evidence for a relation between executive function and pretense represen tation in preschool children" 29 : 1-16, 2014

77 Pianta, R. C., "Enhancing relationships between children and teachers" American Psychological Association 1999

78 Pellegrini, A. D., "Elementary school children's rough-and-tumble play" 4 (4): 245-260, 1989

79 Hamre, B. K., "Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade" 72 (72): 625-638, 2001

80 Hayes, N., "Doing Psychological Research" McGraw-Hill Education 2021

81 Georgiou, G. K., "Does task-focused versus task-avoidance behavior matter for literacy development in an orthogra phically consistent language?" 35 (35): 1-10, 2010

82 Coplan, R. J., "Do you "want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood" 40 (40): 244-258, 2004

83 Shaffer, D. R., "Developmental psychology: Childhood and adolescence" Wadsworth 2010

84 Cole, M., "Culture, communication and cognition: Vygotskyan perspectives" Cambridge University Press 146-161, 1985

85 Mantzicopoulos, P., "Coping with school failure: Characteristics of students employing successful and unsuccessful coping strategies" 27 (27): 138-143, 1990

86 Ireton, H., "Child Development Inventories" Behavior Science Systems 1992

87 MacDonald, K., "Bridging the gap: Parent-child play in teraction and peer interactive competence" 55 (55): 1265-1277, 1984

88 Coplan, R. J., "Being alone, playing alone, and acting al one: Distinguishing among reticence and passive and active solitude in young children" 65 (65): 129-137, 1994

89 Gathercole, S. E., "Attentional and executive function behaviours in children with poor working memory" 18 (18): 214-223, 2008

90 Bowlby, J., "Attachment and loss:retrospect and prospect" 52 (52): 664-678, 1982

91 Anderson, P., "Assessment and devel opment of executive function (EF) during childhood" 8 (8): 71-82, 2002

92 Diener, C. I., "An analysis of learned helplessness: Continuous changes in performance, strate gy, and achievement cognitions following failure" 36 (36): 451-462, 1978

93 Huizinga, M., "Age-related change in executive function: Developmental tren ds and a latent variable analysis" 44 (44): 2017-2036, 2006

94 Zhang, X., "A teacher-report measure of children's task -avoidant behavior: A validation study of the Behavioral Strategy Rating Scale" 21 (21): 690-698, 2011

95 교육부, "2019 개정 누리과정"