유아의 기질, 자기조절력과 상호작용적 또래놀이와의 관계 = A Study of Children's Interactive Peer Play Relative to Temperament and Self-Regulation

국문 초록 (Abstract)

본 연구는 상호작용적 또래놀이에 영향을 미치는 기질과 자기조절력과의 관계를 분석하고자 하였다. D광역시 공립유치원 만 5세 유아 135명을 대상으로 세 변인에 대한 교사평가를 실시하였으며, 수집된 자료는 SPSS WIN 13.0 프로그램을 통해 상관계수와 중다회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 기질과 자기조절력 및 하위요인들은 상호작용적 또래놀이 중 놀이상호작용과 같은 긍정적 요소와는 정적 관계가, 놀이방해나 놀이단절과 같은 부정적 요소와는 부적 관계가 있음을 알 수 있었다. 둘째, 놀이상호작용에 대해서는 자기조절력의 점검․평가하기, 기질의 적응성, 자기조절력의 정서인식이 첨가되므로 그 영향력이 증가되는 것으로 나타났다. 놀이방해에 대해서는 활동성이 가장 많은 영향력을 보였고, 자기조절력의 계획하기가 낮을수록 놀이단절이 증가하는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The subjects in this study of children's Interactive Peer Play in relation to temperament and self-regulation were 135 children in D city. Data were analyzed by pearson's r and multiple regression analysis using SPSS. The major results of this study were as follows; First, there were significant positive relationships between temperament and play interaction, and self-regulation and play interaction. Also, there were significant negative relationships between temperament relation and play disruption and play disconnection, and self-regulation and play disruption and play disconnection. Second, children's play interaction was significantly related to and explained by “evaluation and monitoring” in the sub-areas of cognitive-regulation, “adaptation” in the sub areas of temperament, and “awareness” in the sub areas of emotional-regulation. Play disruption was significantly related to and explained by “activity” and “response” in the sub-areas of temperament, “awareness of one's own emotions,” in the sub-areas of emotional-regulation and “evaluation and monitoring,” and in the sub-areas of cognitive-regulation. There were significant negative relationships between play disruption and “control of and ability to cope with one's own emotions” in the sub areas of emotional- regulation. There were significant negative relationships between play disconnection and “planning” in the sub areas of cognitive-regulation and “adaptation” in the sub areas of temperament. Play disconnection was significantly related to and explained by “awareness” in the sub areas of emotional- regulation.
In conclusion, the result of this study confirmed that temperament and self-regulation are important factors in predicting interactive peer play of young children. Implications for future research and practice are discussed.

참고문헌 (Reference)

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

2 정은주, "유아의 행동적, 정서적 자기조절능력에 영향을 미치는 변인 연구" 서울여자대학교 대학원 2005

3 이은경, "유아의 행동적 자기규제와 정서적 자기규제간의 관계" 국민대학교 대학원 2001

4 엄정애, "유아의 충동성 기질 및 사회극놀이 참여도와 자기규제간의 관계" 한국아동학회 25 (25): 71-92, 2004

5 이효림, "유아의 정서능력과 놀이행동 간의 관계" 한국아동학회 26 (26): 1-15, 2005

6 최인숙, "유아의 성격 유형에 따른 놀이 형태와 상호작용적 또래 놀이에 관한 연구" 한국열린유아교육학회 10 (10): 169-186, 2005

7 김수영, "유아의 또래수용도, 놀이상호작용 및 놀이형태와의 관계" 20 (20): 47-66, 2000

8 전경아, "유아의 또래관계 및 교사와의 관계가 사회적 능력에 미치는 영향" 전북대학교 대학원 2003

9 박화윤, "유아의 놀이성과 상호작용적 또래놀이에 관한 연구" 한국열린유아교육학회 9 (9): 285-298, 2004

10 표미정, "유아의 기질과 양유태도 및 유치원 문제행동 관계" 6 (6): 105-117, 1997

11 조은옥, "유아의 기질과 놀이행동에 관한 연구" 16 (16): 57-67, 2003

12 곽혜경, "유아의 기질, 어머니의 통제책략과 유아의 자기통제행동과의 관계" 20 (20): 165-175, 1999

13 양옥승, "유아의 관점에서 본 자유놀이" 한국열린유아교육학회 7 (7): 143-165, 2002

14 양옥승, "유아때부터 시작하는 자유선택교육" 학지사 2004

15 김경숙, "어머니의 양육태도와 유아의 놀이상호작용 및 적응행동과의 관계" 대구가톨릭대학교 교육대학원 2001

16 김영희, "아동의 놀이성 군 확인과 관련변인 탐색 연구" 숙명여자대학교 대학원 1995

17 김미라, "부모와 교사가 지각한 유아의 기질과 적응관의 관계" 숙명여자대학교 교육대학원 1995

18 천희영, "기질과 어머니의 양육태도에 따른 아동의 사회성 능력" 14 (14): 17-34, 1993

19 최미숙, "교사와 어머니가 평가한 유아 기질 차이 및 자기조절능력간의 관계" 한국열린유아교육학회 11 (11): 1-22, 2006

20 Luckey, A. J., "Understanding nonsocial play in early childhood" 33 (33): 67-72, 2005

21 Bodrova, E., "Tools of mind: A Vygotskian approach to Early Childhood Education" Prentice Hall 1996

22 Thompson, R. A., "The development of emotion regulation : A theme in search of definition" 59 : 25-52, 1994

23 Mischel, W., "The development of children's knowledge of self-control Strategies" 54 : 603-619, 1983

24 Lengua, L. J., "The contribution of emotionality and self-regulation to the understanding of children's response to multiple risk" 73 : 144-161, 2002

25 Buss, A. H., "Temperament: Early development personality traits" Lawrence Erlbaum 1984

26 Thomas, A., "Temperament and development" Brunner/Mazel 1977

27 Thomas, A., "Temperament and behavior disorders in children" New York University Press 1968

28 Pianta, R. C., "Teacher-child relationships and the process of adjustment to school" 57 : 61-80, 1992

29 Enz, B., "Teacher play interaction styles : Effect in play behavior and relationships with teacher training experence" 2 : 55-75, 1997

30 Brownnell, C., "Socialization of Continuity and Discontinuity Over Age and Context" 1997

31 De Lolimier, S., "Social coordination during pretend play comparisons with nonpretend play and effects on expressive content" 41 : 497-516, 1995

32 Lopez, D. F., "Self-regulation and school performance: Is three optimal level of action-control?" 70 (70): 54-74, 1998

33 Bronson, M. B., "Self- regulation in early childhood: Nature and Nuture" The Guilford 2000

34 Berk, L. E., "Scaffolding children's learning Vygotsky and early childhood education" NAEYC 1995

35 Perry, N. E., "Promoting nonviolent behavior in children" 16 : 26-29, 2001

36 Galyer, K. T., "Pretend play and the development of emotion regulation in preschool children" 166 : 93-108, 2001

37 Lindsey, E. W., "Preschooler's emotional competence: Links to pretend and physical play" 33 (33): 39-52, 2003

38 Truhon, S. A., "Playfulness, play and creativity : A path analysis model" 143 (143): 19-28, 1982

39 Wing, L. A., "Play is not the work of the child: Young Children's perceptions of work and play" 10 : 223-247, 1995

40 Rogers, C. S., "Play in the lives of children" NAEYC 1990

41 Johnson. J. E., "Play and early childhood development" Longman 1999

42 Frost, J. L., "Play and early child development" Merrill Prentice-Hall 2005

43 Fantuzzo, J., "Parental Assessment of Peer Play : Development and Validation of the Parent Version of the Penn Interactive Play Scale" 13 (13): 659-676, 1998

44 Rubin, K. H., "Non social play in preschoolers: Necessarily Evil?" 53 : 651-657, 1982

45 Vygotsky, L. S., "Mind in Society" Harvard University Press 1978

46 Howes, C., "Maternal, teacher, and child care history correlates of children's relationships with peer" 65 : 264-273, 1994

47 Perlmutter, J. C., "Learning through 'play' as well as 'work' in the primary grades" 50 (50): 14-21, 1995

48 Yang, O. S., "Guiding children's verbal plan and evaluation during free play: An application of Vygotsky's genetic epistemology to the early childhood classroom" 28 (28): 3-10, 2000

49 Kostelnik, M. J., "Guiding Children's Social Development: Theory to practice" Delmar 2002

50 Rubin, K. H., "Emotionality, emotion regulation, and preschool social adaptation" 7 : 49-62, 1995

51 Sperling, R. A., "Early Relationship among self-regulatory constructs: Theory of mind and preschool children's problem solving" 30 (30): 233-, 2000

52 Rothbart, M. K., "Development of individual differences in temperament, In Advances in developmental psychology, 1" Hillsdaie, NJ; Erlbaum 37-86, 1981

53 Eisenberg, N., "Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality" 68 (68): 642-664, 1997

54 Honig, A. S., "Compliance, control, and discipline" 40 : 50-58, 1985

55 Santrock, J. W., "Children" McGraw-Hill, Inc 2003

56 Coplan, R. J., "Being Alone, Playing Alone, and Acting Alone : Distinguishing among Reticent and Passive and Active Solitude in Young Children" 65 : 129-137, 1994

57 Merrell, K. W., "Behavioral, social, and emotional assessment of children and adolescents" Erlbaum Associates 1999

58 Fantuzzo, J., "Assessment of preschool play interaction behaviors in young low-income children : Penn Interactive Peer Play Scale" 10 : 105-120, 1995

59 Kopp, C. B., "Antecedent of Self-Regulation: A Developmental Perspective" 18 (18): 199-214, 1982

60 양옥승, "3~6세 유아의 자기조절력 측정척도 개발" 미래유아교육학회 13 (13): 161-187, 2006