유아의 기질과 가정환경이 또래 유능성에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the impact of the temperament and family environments of preschoolers on their peer competence. The subjects were 335 preschoolers aged 3 to 5 in the city of Daejeon.

The instrument used in this study to evaluate the temperament of the preschoolers was Cheon Hee-young(1992)'s Preschooler Temperament Rating Scale, and the instrument used to assess their family environments was Kim Jeong-mi & Gwak Geung-ju(2007)'s inventory that modified and validated Caldwell & Bradley(2003)'s Home Observation for Measurement of the Environment(HOME) for preschoolers aged 3 and 6 to serve Korean circumstances. To check the peer competence of the preschoolers, Park Ju-hee & Lee Eun-hye(2001)'s inventory was utilized. The findings of the study were as follows:

First, there were significant gender differences in overall peer competence and prosociability, one of the peer competence subfactors. The preschool girls excelled the preschool boys in overall peer competency and prosociability.
Second, in temperament, better adaptability and higher activity level led to better overall peer competence, better sociality and better prosociability. The latter two were the subfactors of peer competence. Better emotionality was followed by better prosociability. In terms of family environments, higher responsiveness and better instrumental diversity led to better overall peer competence, and better responsiveness or instrumental diversity and more affluent physical environments were followed by better initiative.
Third, the peer competence of the preschoolers was under the influence of their adaptability, activity level, responsiveness and instrumental diversity. The former two were the subfactors of temperament, and the latter two were the subfactors of family environments.

The findings showed that the temperament and family environments of the preschoolers had an impact on their peer competence.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 5
• 1. 유아의 기질 5
• 1) 기질의 개념 5
• 2) 기질의 구성요인 6
• 3) 기질의 유형 8
• 2. 유아의 가정환경 10
• 1) 가정환경의 개념 10
• 2) 가정환경의 분류 11
• 3. 유아의 또래 유능성 14
• 1) 또래 유능성의 개념 14
• 2) 또래 유능성의 측정 15
• 3) 또래 유능성의 구성요인 16
• 4. 기질과 가정환경이 또래 유능성에 미치는 영향 17
• Ⅲ. 연구방법 20
• 1. 연구대상 20
• 2. 측정도구 22
• 3. 연구절차 26
• 4. 자료분석 26
• Ⅳ. 연구결과 28
• 1. 유아의 기질, 가정환경, 또래 유능성의 일반적 경향 28
• 2. 유아의 성별에 따른 또래 유능성 29
• 3. 유아의 기질 및 가정환경과 또래 유능성간의 관계 30
• 1) 유아의 기질과 또래 유능성간의 관계 30
• 2) 유아의 가정환경과 또래 유능성간의 관계 32
• 4. 유아의 기질 및 가정환경이 또래 유능성에 미치는 영향 33
• Ⅴ. 논의 및 결론 36
• 1. 요약 및 논의 36
• 1) 유아의 성별에 따른 또래 유능성 36
• 2) 유아의 기질 및 가정환경과 또래 유능성간의 관계 38
• 3) 유아의 기질 및 가정환경이 또래 유능성에 미치는 영향 39
• 2. 결론 및 제언 40
• 참 고 문 헌 42
• 부록(설문지) 51