취원전 보육경험유무에 따른 아동의 교실적응행동에 대한 교사의 신념

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine teachers belief in class-adaptive behaviors of children according to pre-kindergarten child care experiences.

The following questions were sought to answer in this study:

1.Are there differences in childrens' class-adaptive behaviors perceived by teachers according to pre-kindergarten child care experiences?
2.Is there sex difference in childrens' class-adaptive behaviors perceived by teachers according to pre-kindergarten child care experiences?

This study was conducted with 466 children, age of 3∼5, as subjects taken care of by 20 teachers in 7 kindergartens in Seoul and Kyounggi-do. The questionnaire was used to measure class-adaptive behaviors of children. Out of the total 520 questionnaires distributed to teachers, 505 were collected, and 466 of them were used for this study, excluding 39 questionnaires that had missing answers.
The finally selected questionnaires were coded, and spss/pc+c(statistical package for social science) was adopted for the statistical analysis.

The following results were obtained from the analysis:

First, there was no difference in childrens' class-adaptive behaviors perceived by the teachers according to pre-kindergarten child care experiences.
It was expected that childrens' pre-kindergarten child care experiences would have positive effects on kindergarten class-adaptive behaviors on the ground that kindergarten attendance has been found to have positive effects on childrens' school-adaptive behaviors.
However, there was no significant difference among the children. This finding suggests that young children are more affected by the home environments, especially by parents, than the external environments.
Based on this finding, it is suggested that home environmental factors affecting childrens' class-adaptive behaviors need to be studied.

Second, there was sex difference in class-adaptive behaviors perceived by the teachers according to pre-kindergarten child care experiences. Girls were found far positive in all class-adaptive behaviors than boys.