유아의 주의력결핍 성향과 대인관계 및 유치원 적응 = Young children`s attention deficit orientation, interpersonal relationship and adjustment in kindergarten

다국어 초록 (Multilingual Abstract)

This study lays its purpose on examining the relations (a) young children's attention deficit orientation, such as hyperactivity, attention deficit, and impulsiveness and (b) various social relationships they have, such as peer relationships, and relationships with their mothers and teachers, and (c) their adjustment to kindergarten.
The participants were 23. teachers in 5 kindergartens located in Chungcheongbuk-do and 480 mothers with 3, 4, and 5 years old children. Data was collected by questionnaires measuring hyperactivity, attention deficit, and impulsiveness, mother-child relationships, teacher-child relationships, peer relationships, and adjustment to kindergarten. The collected data was analyzed through descriptive statistics, reliability analysis, t-test, F-test, Pearson correlation and multiple regression analysis by using SPSS 11.0.
The results were as follows;
First, partial differences were found in young children's attention deficit orientaton, social relationships, and adjustment to kindergarten according to their gender and parents' educational level. Boys showed higher levels of hyperactivity, attention deficit, and conflict with teachers than girls, while girls showed higher levels of pro-sociality, intimacy with teachers, positive attitudes toward kindergarten, participation in activities, and preparation for studying than boys. When mothers had higher educational level, young children's sociability was better, while when fathers had higher educational level, young children's preparation for studying was better.
Second, young children's hyperactivity, attention deficit, and impulsiveness had significant effects on peer relationships, and relationships with mothers and teachers.
Third, young children's attention deficit orientation and social relationships significantly influence their adjustment to kindergarten. Attitudes toward kindergarten were affected by the variables of impulsiveness, attention deficit, peer relationships, and relationships with teachers, and participation in activities and preparation for studying were significantly affected by the variables of hyperactivity, attention deficit, peer relationships, and relationships with teachers.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 8
• 1. 주의력결핍 성향 유아의 특성과 대인관계 8
• 1) 주의력결핍 성향 유아의 특성 8
• 2) 주의력결핍 성향 유아와 또래관계 10
• 3) 주의력결핍 성향 유아와 어머니와의 관계 12
• 4) 주의력결핍 성향 유아와 교사 관계 14
• 2. 유아의 주의력결핍 성향과 대인관계가 유치원 적응에 미치는 영향 16
• Ⅲ. 연구방법 20
• 1. 연구대상 20
• 2. 측정도구 21
• 3. 자료분석 26
• Ⅳ. 결과 및 해석 27
• 1. 조사대상자의 사회 인구학적 특징 27
• 2. 일반적 배경에 따른 유아의 주의력결핍 성향, 대인관계 및 유치원 적응 29
• 3. 유아의 주의력결핍 성향이 대인관계에 미치는 영향 33
• 1) 유아의 주의력결핍 성향이 또래관계에 미치는 영향 35
• 2) 유아의 주의력결핍 성향이 어머니와의 관계에 미치는 영향 37
• 3) 유아의 주의력결핍 성향이 교사와의 관계에 미치는 영향 38
• 4. 유아의 주의력결핍 성향과 대인관계가 유치원 적응에 미치는 영향 40
• 1) 유아의 주의력결핍 성향과 대인관계가 유치원에 대한 태도에 미치는 영향 41
• 2) 유아의 주의력결핍 성향과 대인관계가 유치원 활동 참여에 대한 태도에 미치는 영향 43
• 3) 유아의 주의력결핍 성향과 대인관계가 유치원 학업 준비도에 미치는 영향 45
• Ⅴ. 논의 및 결론 47
• 1. 요약 및 논의 47
• 2. 결론 및 제언 53
• 참고문헌 56
• 초록(Abstract) 70
• 질 문 지 73