어머니의 아동기 경험 및 정서반응태도와 유아의 정서능력 및 또래 유능성간의 관계 = A Study on the relation between mothers' childhood experiences, mother's attitude toward children's emotional expressiveness and preschoolers' emotional ability to preschoolers' peer competence

국문 초록 (Abstract)

유아기는 또래관계가 형성되는 시기이며 또래관계 경험은 이후의 적응과 발달에 영향을 미친다. 본 연구는 어머니의 아동기 경험 및 정서반응 태도와 유아의 정서능력 및 또래 유능성과의 관계를 알아보는 것이다. 연구대상 및 연구 방법은 어린이집과 유치원에 다니는 5~6세 유아 137명과 아동의 어머니에게는 질문지를 통해 아동기 경험과 정서반응태도를, 교사에게는 질문지를 통해 유아의 정서능력과 또래 유능성을 측정하여 분석하였다.
연구 결과, 아동기에 어머니로부터 거부당한 경험이 많은 어머니는 자녀가 표현한 정서에 대해 통제적인 반응태도를 보이기 쉽고 어머니가 통제적인 반응을 보일수록 자녀의 정서능력 및 또래 유능성 점수도 낮았다. 반면 거부당한 경험이 적은 어머니는 자녀의 정서표현에 대해 수용적인 반응을 보이기 쉽고 어머니가 수용적인 반응을 보일수록 자녀의 정서적 능력 및 또래 유능성 점수도 높았다. 이는 유아의 또래 유능성을 향상시키기 위해서는 자녀의 정서표현에 대해 수용적인 반응을 보이게 하는데 중점을 둔 부모교육프로그램, 어머니의 아동기 경험에 대한 상담, 유아의 정서인식 및 정서조절능력을 향상시키는 내용이 포함되어야 한다는 것을 제안하고 있다.

다국어 초록 (Multilingual Abstract)

Peer's role is very important in development and adoption for preschoolers because they have much more time with peer in modern society. Therefore we need more studies about peer competence. The purpose of this study was to examine the relation of mothers' childhood experiences, mothers attitude toward children's emotional expressiveness, and preschoolers' emotional ability to peer competence. Subjects are 137 preschoolers(65 boys, 72 girls, aged 5~6), their mother and teachers. Emotional ability and peer competence were measured by questionnaire for teacher. Mothers' childhood experience and mothers' attitude toward children's emotional expressiveness were measured by questionnaire for mother. The data were analyzed Pearson's correlations and multiple regressions.
The results of this study were as follows:
First, the more permissive mother's attitude toward children's emotional expressiveness, the better emotional regulation and the more competent in the peer relations.
Second, the higher emotional ability of preschoolers, the more competent in peer relations. By studying which variable best explains preschooler's peer competence, it was found that emotional regulation had the most effect on peer competence.
Third, by studying which variable explains preschooler's emotional ability, it was found that regulation of other's emotion and mothers' attitude toward children's emotional expressiveness had effect on preschoolers' emotional ability.
Forth, the more rejected experience in childhood, the more compulsive attitude toward children's expressiveness
This showed that parents education programs focusing on permissive attitude towards children's emotional expressiveness should be developed, counselling on mothers' childhood experiences should be done and programs to promote children's emotional ability should be designed in order to improve children's peer competence.

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