수용언어 및 표현언어능력에 따른 유아의 실행기능과 또래상호작용 = Young children's executive function and peer interaction according to receptive and expressive language abilities

다국어 초록 (Multilingual Abstract)

The purposes of this study were to investigate the young children's executive function and peer interaction according to their language abilities. To accomplish this purpose, children's language abilities were divided into receptive and expressive language abilities.
The subjects of this study were 120 4 and 5-year-old children recruited from 5 child-care centers in Cheongju city. To assess children's language abilities, Preschool Receptive-Expressive Language Scale(Kim Young-tae et al., 2003) was used. To assess executive function, Peg Tapping(Diamond & Taylor, 1996), Flexible Item Selection Task(Jaques & Zelazo, 2001), and Eight Boxes Scrambled(Hughes, 1998) were used. And peer interaction was assessed by block activity. To analyse data, frequencies, percentiles, means, standard deviations, two-way ANOVA, and Pearson's correlations were used.
The results of this study were as follows;
First, significant difference was found in children's language abilities by age. 5-year-old children's receptive and expressive language abilities were higher than 4-year-olds. But no difference was found by sex.
Second, significant differences were found in children's executive function by age. 5-year-old children showed more competence in executive function and attention than 4-year-olds. And boys scored higher than girls in executive function and attention.
Third, 5-year-olds showed more collaborative interactions in verbal and non-verbal actions than 4-year-olds. And boys were more attended in verbal interactions than girls. Moreover, interaction effects were found in verbal and non-verbal collaborative interaction by age and sex. Specifically, sex differences was found in verbal and non-verbal collaborative interactions in 4-year-olds, but these differences were not found in 5-year-olds.
Fourth, executive function and attention were varied according to receptive language ability levels. The higher the receptive language abilities, the higher the executive function and attention.
Fifth, children's peer interactions were varied according to expressive language ability levels. Those who showed middle level of expressive language were less attended at peer interaction than the others.
Sixth, 4-year-old children's receptive language ability was positively related to their inhibition and attention. 5-year-old children's attention were positively related to their conflict interactions, and receptive and expressive language abilities were positively related to attention.
In conclusion, children's language abilities, executive function and peer interactions develop with age. Especially, receptive language ability related to development of children's executive function, and expressive language ability related to children's peer interactions.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 9
• 3. 용어의 정의 10
• Ⅱ. 이론적 배경 12
• 1. 언어능력 12
• 1) 언어능력의 개념 12
• (1) 수용언어능력과 표현언어능력 12
• 2) 언어능력의 발달 14
• 2. 실행기능 20
• 1) 실행기능의 개념 20
• 2) 실행기능의 발달 23
• 3) 언어능력과 실행기능 26
• 3. 또래상호작용 30
• 1) 또래상호작용의 개념 30
• 2) 또래상호작용의 발달 31
• 3) 언어능력과 또래상호작용 36
• 4) 실행기능과 또래상호작용 39
• Ⅲ. 연구방법 42
• 1. 연구대상 42
• 2. 연구도구 45
• 1) 언어능력 45
• 2) 실행기능 46
• 3) 또래상호작용 49
• 3. 연구절차 53
• 1) 예비조사 53
• 2) 본조사 55
• 4. 분석방법 57
• Ⅳ. 연구결과 및 해석 58
• 1. 유아의 언어능력, 실행기능 및 또래상호작용 58
• 1) 연령 및 성에 따른 유아의 수용언어능력과 표현언어능력 58
• 2) 연령 및 성에 따른 유아의 실행기능 60
• 3) 연령 및 성에 따른 유아의 또래상호작용 63
• 2. 수용언어능력 및 표현언어능력에 따른 유아의 실행기능 68
• 3. 수용언어능력 및 표현언어능력에 따른 유아의 또래상호작용 71
• 4. 수용언어능력 및 표현언어능력, 실행기능 및 또래상호작용 간의 관계 75
• Ⅴ. 논의 및 결론 78
• 1. 요약 및 논의 78
• 2. 결론 및 제언 88
• 참고문헌 92