장애아 통합프로그램에서 유아의 지능발달수준, 지각된 행동특성과 작업집중도와의 관계 = The Relationship between Children's Intelligence Developmental Level, Perceived Behavior Traits and Engagement Behavior in the Integrated Program of Disabled Children

국문 초록 (Abstract)

본 연구는 통합프로그램에서 비장애아와 장애아들의 지능발달수준과 교사가 지각한 유아의 행동특성에 따라 유아의 작업집중도에 차이가 있는지를 알아보려는 것이다. 연구대상은 비장애아와 장애아의 통합프로그램을 실시하는 어린이집 2개소의 원아 63명이었다. 연구도구는 유아 지능검사(K-WPPSI), 유아행동특성 질문지(CEQ)와 작업집중도 관찰지(E-Qual)이다. 연구결과, 유아의 지능발달수준이 높은 집단이 낮은 집단보다 교사가 지각한 행동특성 중 유능성, 안정성, 경청도가 높았으며 작업집중도에서 유의미한 차이를 보였다.

다국어 초록 (Multilingual Abstract)

This research studies on the relationship between children's intelligence developmental level, perceived behavior traits and engagement behavior in the Integrated Program of disabled children. The objects of the research are 63 children from 2 childcare centers which enforce the Integrated Program for both normal and disabled children in Daegu city. The instruments of the study are K-WPPSI, CEQ and E-QUAL. These data were analyzed by MANOVA. The result of this research is that children of high intelligence developmental level show persistent behaviors and children of low intelligence developmental level non-engaged behaviors. In addition, the group of high intelligence developmental level shows higher competence, persistence and attention of the behavior traits perceived by teachers. Moreover, persistent behavior is in direct correlation to competence, persistence and attention, and nonengagement behavior is inverse correlation to them.

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