교사가 지각한 유아의 기질과 유치원에서의 적응 및 인기도와의 관계 = THE RELATIONSHIP OF YOUNG CHILDREN'S TEMPERAMENT PERCEIVED BY TEACHER TO THEIR ADJUSTMENT TO KINDERGARTEN AND POPULARITY

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the correlation of young children's temperament, one of their native characteristics, to their adjustment and popularity arising form interaction with peer group, one of their environmental variables. It's ultimately meant to help facilitate young children's adjustment to kindergarten, assess the adjustment status of preschoolers, and thereby suggest some of the right directions for education by teachers, since young children's adjustment handicap is not confined to any particular period but might have a continuing impact on school life.
The research questions were posed as below:
1. Does the temperament of preschoolers make any difference to their adjustment to kindergarten?
2. Does the popularity of preschoolers make any difference to their adjustment to kindergarten?
3. Does the adjustment of preschoolers affected by temperament depend on their popularity?
The subjects in this study were 220 preschoolers of five in American age and 8 teachers. The children attended three different public kinder- gartens in the city of Pohang, North Gyeongsang province, and the teachers were their homeroom teachers.
Lowe and Plomin's Colorado Childhood Temperament Inventory was used to gauge the temperament of the preschoolers. For popularity, Agard and Harrison(1978)'s How I Feel Toward Others that was modified by Asher, Singleton, Tinsley and Hymel(1979) was utilized. And Jewsuwan, Luster and Kostelnik(1992)'s Preschool Adjustment Questionnaire was employed to measure their adjustment.
The collected data were analyzed with SPSS WIN and variance analysis.
The brief findings of this study could be listed as follows:
1. Regarding the relationship of temperament to kindergarten adjustment, each of the sociability, attention and authenticity of their temperament had a significant relationship with five adjustment subfactors that included prosocial behavior, positive sentiment, interpeer adjustment, self-ego and classroom daily routine adjustment. The preschoolers who were recognized to be emotionally poorer were significantly different from the others in prosocial behavior, interpeer adjustment and classroom daily routine adjustment, the subfactors of adjustment. Those who were perceived to be more active differed significantly in positive sentiment, interpeer adjustment and self-ago, the subfactors of adjustment.
2. The popularity of the preschoolers yielded a significant difference to their prosocial behavior, positive sentiment, interpeer adjustment and classroom daily routine adjustment, the adjustment subfactors. But their self-ago wasn't affected significantly.
3. Their popularity varied significantly according to the sociability, activity and attention perceived by teachers, temperament subfactors, and to their self-ago, adjustment subfactor. But the sentiment and authenticity, the temperament subfactors, had no significant correlation with adjustment and popularity.

목차 (Table of Contents)

• 목차
• (Abstract)
• I. 서론 = 1
• 1. 연구문제의 진술 = 1
• 2. 연구의 중요성 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• 5. 연구의 기본가정 = 6
• II. 이론적 배경 및 선행연구의 고찰 = 7
• 1. 유아의 기질 = 7
• 2. 유아의 적응 = 12
• 3. 유아의 인기도 = 13
• 4. 선행연구의 고찰 = 15
• 5. 연구가설 = 19
• III. 연구 방법 = 20
• 1. 연구 대상 = 20
• 2. 측정 도구 = 20
• 3. 자료 수집 절차 = 24
• 4. 통계 분석 = 25
• IV. 연구 결과 = 26
• 1. 유아의 기질에 따른 유치원에서의 유아 적응 = 26
• 2. 유아의 인기도에 따른 유치원에서의 유아 적응 = 36
• 3. 유아의 기질과 인기도에 따른 유치원에서의 유아 적응 = 38
• V. 논의 = 51
• VI. 결론 및 제언 = 54
• 참고문헌 = 57
• 부록 = 62