5세 조기취학 아동의 적응도 연구 = A Study on Children's Adaptability in Cases of Early Entrance to School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the adaptability of children who enter school early. To achieve this purpose, 73 children five years of age, 73 children six years of age, 73 parents, and 54 elementary school teachers were sampled in the cities of Seoul, Daejon, and Seosan. The General Intelligence test, the Learning and Thinking Ability Test, and the Socio-Emotional Development Checklist were administered to the children. In addition, parents and teachers responded to a Questionnaire on the Adaptability of Early-Entrance Children. The major findings of this study were as follows: I. There were no statistically significant differences between Early Entrance Children and normal entrance children in the intelligence score. 2. In the learning and thinking ability scores, there were statistically significant differences between early entrance children and normal entrance children. The scores in verbal reasoning ability, problem solving skills, logical thinking ability, and audio-visual memory were significantly lower in early-entrance children. 3. For the socio-emotional development scores, there were statistically significant differences between early entrance children and normal entrance children. The scores of internal control, peer relationship, stability in school, achievement motivation, and curiosity of early entrance children were significantly lower than their counterparts. 4. Parents felt that the early entrance system was positive for children, while teachers felt that the system had negative effects on children.