유아의 운동능력과 또래 상호작용에서 측정된 사회성의 관계 = The Relationship Between Motor Skill Development and Sociality in the Context of Peer Interaction

국문 초록 (Abstract)

본 연구에서는 유치원에 재학 중인 4, 5세 유아를 대상으로 운동능력과 또래상호작용에서 나타나는 사회성의 관계를 고찰하였다. 연구 결과 운동능력은 전반적으로 남아가 여아보다, 5세아가 4세아에 비해 높게 나타났다. 사회성의 경우 여아가 남아보다 우수하며, 4세아가 5세아에 비해 낮은 것으로 나타났다. 또한 운동능력은 전반적으로 사회성 발달과는 정적인 상관을, 사회성 부진과는 부적인 상관을 나타냈다. 지도자 역할자의 경우 총운동능력이 사회성 발달에 미치는 영향의 설명력은 12.6%이며, 독립자 역할자의 경우 순발력이 미치는 부적 영향의 설명력은 5.2%로 나타났다. 따라서 운동능력은 4, 5세 유아의 사회성 발달에 긍정적인 영향을 갖고 있다고 결론지을 수 있다.

다국어 초록 (Multilingual Abstract)

The degree to which children develop sociality can be a positive or negative factor in their adult life. The higher the degree of sociality developed in childhood, the more positive its influence in adulthood. Sociality is developed through group activities that involve peer interaction. Physical development, including motor skills, is also largely developed in group activities that involve interaction with peers. Since the physical and social domains interact in motor skill development activities, it is reasonable to hypothesize that they have a profound influence upon each other. To test this hypothesis, this study examines the relationships between motor skill and sociality development in the context of peer interactions among 4 and 5-year-old children in kindergarten. The findings of the study are as follows. On a motor skills test, the boys in the sample scored better than the girls and the 5-year-old children did better than the 4 -year-old children. In sociality, however, girls scored higher than boys, and 4-year-old children scored below those who were 5 years old. Nonetheless, the general development of motor skills was positively related to the development of sociality. The children who demonstrated the highest degree of sociality and who took on leadership roles, also had the highest total motor skill scores, thus substantiating our hypothesis that motor skills relate positively to children's sociality in the context of peer group interaction. On the other hand, children who acted independently of the group, scored lowest in sociality, and the instantaneous reactionary force was the most inverse influential factor.