어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계

국문 초록 (Abstract)

본 연구는 어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계를 알아보기 위한 것이다. 이를 통해 어머니의 정서표현성이 유아의 발달에 있어 중요함을 인식시키고, 유아교육현장에서 유아의 심리적․사회적 적응에 어려움을 호소하는 자녀를 둔 어머니들을 위한 자녀 양육 및 부모교육을 위한 기초자료를 제공하는데 목적이 있다. 본 연구 목적에 따른 연구문제는 다음과 같다.

1. 어머니의 정서표현성과 유아의 자아탄력성, 유아교육기관 적응의 일반적 경향은 어떠한가?
2. 어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계는 어떠한가?

본 연구는 서울, 경기, 인천 지역의 유치원 6곳과 어린이집 14곳에 재원하고 있는 만 4, 5세 유아 249명과 그들의 어머니 249명을 대상으로 실시하였으며, 학급의 담임교사 28명이 유아교육기관 적응을 평정하였다. 어머니의 정서표현성을 측정하기 위해 Halberstadt, Cassidy, Stifter, Parke와 Fox(1995)가 개발한 가정에서의 자기표현질문지(Self-Expressiv
eness in the Family Questionnaire)의 간편형 척도를 여은진(2009)이 수정․번안한 도구를 사용하였다. 유아의 자아탄력성을 측정하기 위해 전은희(2008), 구희정(2010)이 수정․번안한 LeBuffe와 Naglieri(1999)가 제작한 자아탄력성 측정도구인 DECA (Devereux Early Childhood Assessment)를 참고하여 엄소명(2013)이 어머니용 평정문항으로 사용한 척도를 사용하였다. 유아교육기관 적응을 측정하기 위해 Jewsuwan, Luster와 Kostelink(1993)가 개발한 유아교육기관 질문지(Preschool Adjustment Questionnaire)를 우리나라에 맞게 김난영(2001), 안선희(2002), 임원신(2006), 김현경(2009)이 수정․번안하여 일반적응 2문항을 제외하고 사용된 설문지를 재구성한 김현진(2014)의 도구를 사용하였다. 수집된 자료는 기술통계, 독립적 t-test, 일원변량분석(one-way ANOVA)후 Sheffe의 사후검증을 하였고, Pearson 적률상관분석을 실시하였다.

본 연구에서 나타난 결과는 다음과 같다.
첫째, 어머니의 정서표현성의 일반적인 경향은 긍정적 정서표현성은 중간수준 이상으로 나타났고 부정적 정서표현성은 중간보다 낮은 수준을 보였다. 유아의 자아탄력성과 유아교육기관 적응의 일반적인 경향은 모두 중간 수준 이상으로 높았다. 어머니 배경변인 중 취업유무와 가구 월평균소득에 따른 어머니의 정서표현성에는 차이가 나타나지 않았다. 반면 어머니의 긍정적 정서표현성은 최종학력에 따라 차이를 보였는데, 고등학교 졸업 및 대학교 중퇴인 학력의 어머니들 보다 대학원 재학 이상의 학력을 가진 어머니들이 긍정적 정서표현성이 더 높았다. 유아의 배경변인 중 유아의 성별과 연령에 따른 유아의 자아탄력성, 유아의 연령에 따른 유아교육기관 적응은 차이가 없었다. 반면 유아교육기관 적응은 유아의 성별에 따라 차이를 보였다. 사후검증 결과 유아교육기관 적응 전체에서 남아보다 여아가 적응을 더 잘하였다. 하위요인별로 살펴보면 자아상태는 유의미한 차이가 나타나지 않았고, 친사회성, 기관에서의 정서상태, 또래간의 적응, 일과에 대한 적응에서 남아보다 여아가 점수가 높았다.
둘째, 어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계는 유의미한 상관관계가 있는 것으로 나타났다. 어머니의 정서표현성과 유아의 자아탄력성은 상관도가 높게 나타났고, 어머니의 긍정적 정서표현성과 유아교육기관 적응은 낮은 상관을 보였다. 어머니의 긍정적 정서표현성이 높을수록 유아의 자아탄력성이 높게 나타났다. 어머니의 정서표현성 중 부정적 정서표현을 많이 하는 어머니의 유아는 자아탄력성이 낮게 나타났으며, 자아탄력성의 하위요인 중 주도성, 자기통제에서 낮은 점수를 보였다.

다국어 초록 (Multilingual Abstract)

This study targeted 249 children in 4&5-year old of six kindergartens and 14 daycare centers in Seoul, Gyeonggi, and Incheon, and their 249 mothers while total 28 room teachers rated the adjustment to early childhood educational institutes. In order to measure the emotional expressiveness of mothers, this study used the simple-scale of the Self-Expressiveness in the Family Questionnaire developed by Halberstadt, Cassidy, Stifter, Parke & Fox(1995), which was modified/adapted by Yeo, Eun-Jin(2009). To measure the ego-resilience of young children, this study used the scale used as the rating questions for mothers by Eom, So-Myeong(2013), referring to the DECA(Devereux Early Childhood Assessment) as a measuring tool for ego-resilience produced by LeBuffe & Naglieri(1999), which was modified/adapted by Jeon, Eun-Hee(2008) and Gu, Hee-Jeong(2010). To measure the adjustment to early childhood educational institutes, this study used the tool by Kim, Hyeon-Jin(2014) recomposing the questionnaire except for two questions about general adjustment, based on the Preschool Adjustment Questionnaire developed by Jewsuwan, Luster & Kostelink(1993), which was modified/adapted by Kim, Nan-Yeong(2001), Ahn, Seon-Hee(2002), Im, Won-Sin(2006), and Kim, Hyeon-Kyeong(2009) suitable for Korea. After conducting the descriptive statistics, independent t-test, and one-way ANOVA for the collected data, the Sheffe's post-test and Pearson's product moment correlation analysis were performed.
The results of this study are as follows.
First, regarding the general tendency of emotional expressiveness of mothers, the positive emotional expressiveness was higher than the medium level while the negative emotional expressiveness was lower than the medium level. The general tendencies of ego-resilience and adjustment to early childhood educational institutes were both higher than the medium level. There were no differences in the emotional expressiveness of mothers in accordance with the matter of employment and the monthly average income for household out of the background variables of mothers. On the other hand, the positive emotional expressiveness of mothers showed differences in accordance with the highest level of education. The mothers with academic background of enrollment in graduate school or higher showed the higher positive emotional expressiveness than the mothers with the academic background of graduation of high school & drop out of university. Out of the background variables of young children, there were no differences in ego-resilience of young children in accordance with sex and age of young children, and no differences in adjustment to early childhood educational institutes in accordance with age of young children. On the other hand, the adjustment to early childhood educational institutes showed differences in accordance with sex of young children. In the results of post-test, boys were better than girls in the whole adjustment to early childhood educational institutes. Examining it in each subfactor, the ego-state did not show significant differences while boys were better than girls for prosociality, emotional state at institutes, adjustment between peers, and adjustment to daily schedule.
Second, the emotional expressiveness of mothers, ego-resilience, and adjustment to early childhood educational institutes of young children showed significant correlations. The emotional expressiveness of mothers and ego-resilience of young children showed the high correlation while the positive emotional expressiveness of mothers and adjustment to early childhood educational institutes showed the low correlation. When the positive emotional expressiveness of mothers was higher, the ego-resilience of young children was high. The young children whose mothers showed lots of negative emotional expressions out of emotional expressiveness of mothers, showed the low ego-resilience, and also showed the low scores at initiative and self-control out of the subfactors of ego-resilience.

목차 (Table of Contents)

• Ⅰ. 서 론 ·····························································1
• 1. 연구의 필요성 및 목적 ·····································1
• 2. 연구문제 ························································5
• 3. 용어의 정의 ····················································6
• Ⅱ. 이론적 배경 ······················································8
• 1. 어머니의 정서표현성 ·······································8
• 1) 정서표현성의 개념 ········································8
• 2) 어머니의 정서표현성과 유아의 발달 ··············· 9
• 3) 어머니의 정서표현성에 영향을 미치는 요인 ···12
• 2. 유아의 자아탄력성 ·········································13
• 1) 자아탄력성의 개념 ······································ 13
• 2) 자아탄력성의 구성요인································· 14
• 3) 자아탄력성에 영향을 미치는 요인 ··················16
• 3. 유아교육기관 적응 ········································· 17
• 1) 유아교육기관 적응의 개념 ·····························17
• 2) 유아교육기관 적응의 구성요인······················· 19
• 3) 유아교육기관 적응에 영향을 미치는 요인 ········ 21
• Ⅲ. 연구방법 ·························································· 24
• 1. 연구대상 ·························································24
• 2. 연구도구 ·························································27
• 3. 연구절차 ·························································32
• 1) 예비조사 ·······················································32
• 2) 본 조사 ·························································32
• 4. 자료 분석 ························································33
• Ⅳ. 연구결과 및 해석 ···············································34
• 1. 어머니의 정서표현성과 유아의 자아탄력성, 유아교육기관 적응의 일반적인 경향 ········34
• 2. 어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계 ···················44
• Ⅴ. 논의 및 결론 ······················································46
• 1. 요약 및 논의 ·····················································46
• 1) 어머니의 정서표현성과 유아의 자아탄력성, 유아교육기관 적응의 일반적 경향 ········· 46
• 2) 어머니의 정서표현성과 유아의 자아탄력성 및 유아교육기관 적응의 관계 ··················49
• 2. 결론 및 제언 ······················································ 52
• 참 고 문 헌 ······························································· 54
• 부 록 ·································································· 65
• ABSTRACT ······························································ 74