아버지의 놀이신념 및 놀이참여도와 유아의 사회성 기술의 관계 = The Relationship between Farther’s Play Belief, Play Participation and Young Child’s Social Skill

다국어 초록 (Multilingual Abstract)

This study is to research the overall tendency of play belief, play participation, and playtime of fathers, and of social skills of their young child; and the difference according to socio-demographic variables; and the relations between them. Objects of the research are fathers and teachers in charge of child aged 4, 5, 6 attending 7 kindergartens and daycare centers in Suwon-si, Osan-si and Yongin-si, Gyeonggi-do Province. All 243 copies of questionnaire were used for it.
For measurement of play belief of a father, revised version of Parent Play Beliefs Scale(PPBS) of Fogel and Mendez(2006) was used, translated by Han-byeol Lee(2008) and revised by Sang-in Yun(2011); and the questionnaire of Hui-young Won was used for measurement of play participation of a father distinguished into participation in the play types and participation time. Korean-Social Skill Rating System Profile of chi-yeon Yun was used for social skills of young child. The questionnaire of play belief and play participation of fathers were handed out to each home and collected with cooperation of a teacher, and social skill of young child was rated by a teacher in charge.
SPSS 12.0 for Windows was used for statistics process of collected questionnaire data in this study. Cronbach’s α value was measured in order to inspect the reliability of measurement tools, and T-test and one-way analysis of variance were performed in order to find a significant difference between play belief and play participation of a father, and social skills of an infant; and posteriori tests of Scheffé was performed on a difference among the groups. Product-moment correlation was calculated to find the relation between play belief and play participation of fathers, and social skills of their child.

The main result of this study could be summarized as follows;
First, the fathers who were objects of this study laid emphasis on play-support belief than learning-centered belief, and were passive about play participation, but were active relatively about teaching play and game among them. Fathers of a son showed higher learning-centered belief than daughters’, but daughters showed higher level of solving problem, emotion expression and order consciousness than a sons. The learning-centered belief of fathers for second child was higher than for first, and functional play participation of fathers for first child was higher than third child. Fathers aged 36-40 were more active than elder than 46 and older. The play-support belief of fathers who was college graduates and more was higher than high school graduate and more. Fathers who was college graduates was more active on the game than high school and less. Sense of the public order of children of a father who had a master degree and more was higher than high school graduates and less.
Second, if the play-support belief of fathers were higher, they showed also active participation on all type of play with their child: composition play, physical play, teaching play, game, role play, and functional play. It was also long to participate in the play on weekdays and a weekend. The relation of learning-centered belief of fathers and play participation of their child showed negative correlation; and the participation of composition play, physical play, game, role play, and functional play was low if the learning-centered belief was high.
Third, there was no relation between play belief of fathers and social skills of young child, but the correlation appeared partially between play participation of fathers and social skills of young child. The more active to participate in teaching play fathers were, the higher emotional expression and self-confidence was; and the more active to participate in game play, the higher problem-solving and sense of the public order was. If fathers were active to participate in role play, the problem-solving appeared high. If fathers’ the time to participate in play on weekdays were longer, problem-solving, emotional expression, sense of the public order, and self-confidence of their child appeared higher. If the time to participate in play on weekend was longer, a self-confidence of their child appeared higher.

And to conclude, play belief, cognitive character of fathers, didn’t influence social skills of their child, but play participation of fathers were important factor for it. Considering that there was partially influence between play participation of fathers and social skills of their child, it suggested that if fathers are more active to participate in play and plays more time, it gives positive influence to social skills of their child.

목차 (Table of Contents)

• Ⅰ. 서 론 --------------------------------- 1
• 1. 연구의 필요성 및 목적 ----------------------- 1
• 2. 연구 문제 --------------------------------- 5
• 3. 용어 정의 --------------------------------- 5
• 1) 아버지의 놀이신념 ------------------------ 5
• 2) 아버지의 놀이참여도 ---------------------- 6
• 3) 유아의 사회성 기술 ----------------------- 6
• Ⅱ. 이론적 배경 ---------------------------- 7
• 1. 아버지의 놀이신념 -------------------------- 7
• 2. 아버지의 놀이참여도 ------------------------- 9
• 3. 유아의 사회성 기술 ------------------------- 12
• 4. 아버지의 놀이신념, 놀이참여도 및 유아의 사회성 기술 간의 관계 ----------------------------------- 14
• 1) 아버지의 놀이신념과 놀이참여도 간의 관계 ---- 14
• 2) 아버지의 놀이참여도와 유아의 사회성 기술 간의 관계 ---------------------------------------- 15
• Ⅲ. 연구방법 및 절차 -------------------- 17
• 1. 연구대상 ---------------------------------- 17
• 2. 측정도구 ---------------------------------- 19
• 1) 아버지의 놀이신념 ------------------------ 19
• 2) 아버지의 놀이참여도 ---------------------- 20
• 3) 유아의 사회성 기술 ----------------------- 22
• 3. 연구절차 ---------------------------------- 23
• 4. 자료분석 ---------------------------------- 24
• Ⅳ. 연구결과 --------------------------- 25
• 1. 유아와 아버지의 사회인구학적 특성에 따른 아버지의 놀이신념, 놀이참여도 및 유아의 사회성 기술의 차이 - 25
• 2. 아버지의 놀이신념과 놀이참여도의 관계 --------- 32
• 3. 아버지의 놀이신념 및 놀이참여도와 유아의 사회성 기술의 관계 ----------------------------------- 33
• Ⅴ. 논의 및 결론 ----------------------- 36
• 1. 논의 ------------------------------------- 36
• 2. 결론 및 제언 ------------------------------ 41
• 참고문헌 ----------------------------- 44
• 부 록 --------------------------------- 53
• ABSTRACT -------------------------- 63