유아의 기질, 언어능력 및 대인관계유형이 유아의 사회적 힘에 미치는 영향 = Children's social power: effects of linguistic ability, temperament, maternal attitude, and teacher-child interaction

국문 초록 (Abstract)

본 연구는 유아의 사회적 힘에 미치는 유아의 기질 ,언어능력의 개인 변인과 어머
니의 양육태도,교사와의 관계의 대인관계 유형 변인에 관심을 갖고,유아의 기
질,언어능력,어머니 양육태도,교사와 유아의 관계,유아의 사회적 힘의 차이
를 성별과 연령으로 구분하여 살펴보고자 하였다.또한 이 변인들이 유아의 사
회적 힘에 미치는 영향력과 그에 따른 성별과 연령에 따라 차이의 영향력을
알아보고자 하는데 목적이 있다.이상의 목적에 따라 설정된 연구문제는 다음
과 같다.
1.유아의 성별과 연령에 따른 유아의 사회적 힘,기질,언어능력 및 대인관
계 유형은 차이가 있는가?
2.유아의 기질,언어능력 및 대인관계 유형이 유아의 사회적 힘에 어떤 영
향을 미치는가?
3.유아의 기질,언어능력 및 대인관계 유형이 사회적 힘에 미치는 영향력
관계의 구조 형태가 성별에 따라 어떤 영향을 미치는가?
4.유아의 기질,언어능력 및 대인관계 유형이 사회적 힘에 미치는 영향력
관계의 구조 형태가 연령에 따라 어떤 영향을 미치는가?
본 연구의 대상은 제주특별차지도에 소재하는 보육시설․유아교육 기관의
4세와 5세 유아 366명과 이들 유아의 어머니 366명 그리고 해당 담임교사 24
명이다.유아의 기질과 어머니 양육태도는 각 유아의 가정으로 송부된 어머니
용 설문지를 사용하였고,유아의 사회적 힘과 교사와 유아의 관계는 교사용
설문지로 사용하였다.또한 유아의 언어능력 검사는 개별 유아를 대상으로 검
사를 실시하였다.본 연구의 자료 분석은 SPSS win 13.0을 통해 ANOVA,
MANOVA,Pearson의 적률상관분석,그리고 중다회귀분석(multiple regression
analysis)중 단계적회귀분석(stepwiseregressionanalysis)을 실시하였다.
본 연구에서 나타난 결과를 연구문제 별로 정리하면 다음과 같다.
첫째,유아의 사회적 힘은 유아의 성별에 따라 또래모방을 제외하고는 통계
적으로 유의미한 차이가 나타났다.연령에 따른 차이는 또래모방과 신체적공
격성을 제외하고는 유의미한 차이가 나타났다.그러나 성별과 연령에 따른 상
호작용 효과는 신체적공격성과 언어적공격성에만 유의미한 차이가 나타났다.
기질은 성별에 따른 활동성과 적응성에서만 유의미한 차이가 나타났다.언
어능력에서는 연령에서만 통계적으로 유의미한 차이가 나타났고 어머니의 양
육행동에서는 성별과 연령에 따라 유의미한 차이가 나타나지 않았다.교사와
의 관계에서는 성별에 따라 친근감과 의존성이 통계적으로 유의한 차이가 나
타났으며 연령의 따른 차이는 갈등에서만 통계적으로 유의미한 차이가 나타났
다.반면 모든 기질,언어능력,어머니 양육행동,교사-유아 관계에서 연령과
성별의 상호작용 효과는 나타나지 않았다.
둘째,전체적 유아 대상으로 사회적 힘에 영향을 미치는 변인에 대한 분석
결과 다음과 같다.친사회성에서 교사의 친근감과 갈등,언어능력의 수용언어
가 영향을 미치고 조직적 기술에서는 교사의 친근감,언어능력의 표현․수용
언어,기질의 활동성이 영향을 미치며 또래모방에 대해서는 교사의 친근감,수
용언어능력이 영향력을 가지고 있다.또한 신체적공격성에 대해서는 교사의
갈등,기질의 적응성,어머니의 신체적 처벌의 양육행동이 영향력을 가지며 언
어적공격성은 교사와의 갈등과 친근감,기질의 적응성이 영향력을 가지고 있
는 것으로 설명하고 있다.모든 변인은 사회적 힘에 대하여 영향력을 설명하
고 있으나 교사의 갈등과 언어능력에서의 표현언어가 부적으로 영향력을 설명
하고 있다.
셋째,유아의 기질,언어능력 및 대인관계 유형과 유아의 사회적 힘 형성간
의 관계적 구조의 형태가 성별에 따라 차이가 있는지에 대한 분석 결과는 다
음과 같다.남아는 교사의 친근감,갈등,언어능력의 수용․표현언어,기질의
활동성이 영향력을 미치는 변인으로 설명되고 있다.여아는 교사와의 관계에
서 친근감과 갈등,유아 언어능력의 수용언어와 표현언어,유아 기질의 활동성,
적응성,반응성,어머니의 양육태도의 관리감독이 영향력있는 변인으로 설명되
면서 남아에 비하여 여아가 영향을 미치는 변인이 더 많은 것으로 나타났다.
넷째,유아의 기질,언어능력 및 대인관계 유형과 유아의 사회적 힘 형성간
의 영향력 관계적 구조의 형태가 연령별로 차이가 있는지에 대한 분석 결과는
다음과 같다.4세 유아에 대해서는 교사와의 관계에서 친근감과 갈등 그리고
의존성,언어능력이 표현언어와 수용언어,기질의 적응성이 영향력이 있는 변
인으로 설명하고 있다.반면에 5세 유아에 대해서는 교사와의 관계에서 친근
감과 갈등,언어능력의 수용언어와 표현언어,어머니의 양육태도의 관리감독과
온정수용,기질의 활동성,반응성이 영향력을 미치는 변인으로 나타났다.즉,4
세와 5세 유아의 사회적 힘 형성에 영향력을 미치는 변인은 연령별로 차이가
있는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The purpose ofthis study was to examine the effects ofchildren's linguistic
ability,temperament,maternalattitude,and teacher-child interaction on children's
socialpower.Andthentheseeffectswereanalyzedseparately bygenderandage.
Thus,thisstudyshowedgeneralrelationshipsbetweenthesefactorsandchildren's
socialpowerand also relative relationships between these factors and children's
socialpower by gender and age.For that purpose,four main subjects were
established.
1.Is there significantdifference in children's socialpower,linguistic ability,
temperament,maternalattitude,andteacher-childinteractionbygenderandage?
2.How are these children's linguistic ability,temperament,and teacher-child
interactionrelatedtochildren'ssocialpower?
3.Does gender show great difference in the effects of children's linguistic
ability,temperament,andteacher-childinteractiononchildren'ssocialpower?
4.Does ageshow considerable difference in theeffects ofchildren's linguistic
ability,temperament,andteacher-childinteractiononchildren'ssocialpower?
Threehundredsixtysixchildren,agedfourandfive,attendinginpre-schoolsor
nursery schools in Jeju-do,their mothers,and twenty four homeroom teachers
were studied.Children's temperamentand maternalattitude were assessed by a mother's questionnaire issued to children's home.Children's socialpower and
teacher-child interaction were rated by a teacher's questionnaire. Children's
linguistic ability was observed through interviews with children. ANOVA,
MANOVA, Pearson correlations, stepwise regression analysis out of multiple
regressionanalysiswereperformedbySPSS win13.0
Thereappearedmajorfindingstofourmainsubjects.
First,children'sgenderexplainedchildren'ssocialpowerexceptinpeerimitation
Children's age was also related to it except in peer imitation and physical
aggression.
However,children's genderwas associated with theirage only in physicaland
verbalaggression.Children's temperamentshowed difference only in boy's and
girl's physicalactivities and adaptability.Children's linguistic ability had to do
with age only. Gender and age had no difference in maternal attitude. In
teacher-child interaction,only gendershowed differencein thefeeling ofaffection
anddependency,andageshoweddifferenceonly when therewasconflict.On the
contrary,nointeractionbetweengenderandagewasfoundinchildren'slinguistic
ability,temperament,maternalattitude,andteacher-childinteraction.
Second,specific factors thataffected children's socialpowerwere analyzed as
follows.Teacher's affection /conflicts and children's understanding oflanguage
contributed to children's social skills. Teacher's affection, children's
expression/understanding of language, and physical activities contributed to
children's management skills. Teacher's conflict, children's adaptability, and
mother's physicalpunishmentshowed effects on children's physicalaggression.
Teacher's affection/conflictand children's adaptability showed effects on verbal
aggression.On the whole,allofthese factors had greatimpacts on children's
socialpower,butteacher's conflictand children's expression oflanguage were
negativelyassociated.
Third,theeffectsofchildren'slinguisticability,temperament,and teacher-child
interaction on boy'sand girl'ssocialpowerwereanalyzed asfollows.Teacher's
affection/conflict,children's expression/understanding of language,and physical
activities had impacts on boy's social power. Teacher's affection/conflict,
children's expression/understanding of language,physicalactivities,adaptability, reactivity,and mother's managementhad effects on girl's socialpower.Thus,
morefactorswereexploredingirl'ssocialpowerthanboy'sone.
Fourth,the difference of age was analyzed as follows in the impacts of
children's linguistic ability, temperament, and teacher-child interaction on
children's social power. Teacher's affection/conflict, dependency, children's
expression/understanding of language, and adaptability had effects on
four-year-old children. However, Teacher's affection/conflict, children's
expression/understanding of language,mother's management/generosity,physical
activities,and reactivity had impacts on five-year-old children.In otherwords,
differentfactorswereassociatedwithdifferentageintheirsocialpower.

목차 (Table of Contents)

• Ⅰ.서 론 ··································································································1
• 1.연구의 필요성 및 목적 ··········································································1
• 2.연구 문제 ··································································································9
• 3.용어의 정의 ······························································································10
• Ⅱ.이론적 배경 ·····················································································12
• 1.사회적 힘 ··································································································12
• 2.유아의 기질,언어능력과 사회적 힘 ···················································17
• 3.유아의 대인관계유형과 사회적 힘 ······················································23
• 4.유아의 성별과 연령에 따른 사회적 힘의 관계적 구조의 차이 ····29
• Ⅲ.연구 방법 ·······················································································36
• 1.연구 대상 ··································································································36
• 2.연구 도구 ··································································································37
• 3.연구 절차 ··································································································44
• 4.자료 분석 ··································································································46
• Ⅳ.연구 결과 ·························································································48
• 1.유아의 성별과 연령에 따른 유아의 사회적 힘,기질,언어능력 및
• 대인관계유형의 차이 ····················································································48
• 2.유아의 사회적 힘에 기질,언어능력 및 대인관계유형이 미치는 영향력 ··68
• 3.유아의 기질,언어능력 및 대인관계유형과 유아의 사회적 힘의 관계적 구조
• 형태의 성별에 따른 영향력 ········································································73
• 4.유아의 기질,언어능력 및 대인관계유형과 유아의 사회적 힘의 관계적
• 구조 형태의 연령에 따른 영향력 ··························································80
• Ⅴ.논의 ···································································································89
• 1.유아의 성별과 연령에 따른 유아의 사회적 힘,기질,언어능력 및
• 대인관계유형의 차이 ···············································································89
• 2.유아의 사회적 힘에 기질,언어능력 및 대인관계유형이 미치는 영향력
• ·····················································································································96
• 3.유아의 기질,언어능력 및 대인관계유형과 유아의 사회적 힘의 관계적
• 구조 형태의 성별에 따른 영향력 ························································102
• 4.유아의 기질,언어능력 및 대인관계유형과 유아의 사회적 힘의 관계적
• 구조 형태의 연령에 따른 영향력 ························································113
• Ⅵ.요약,결론 및 제언 ·····································································124
• 1.요약 ··········································································································124
• 2.결론 ··········································································································126
• 3.제언 ··········································································································126
• 참 고 문 헌 ··························································································128
• 영 문 초 록 ··························································································148
• 부 록 ·······································································································151
• ◈ 부록 1:교사 설문지 ······················································································152
• ◈ 부록 2:어머니 설문지 ··················································································157
• ◈ 상관행렬 표 ·······································································································163