유치원 운영시간, 부모의 학습관여, 유아의 스트레스가 문제행동에 미치는 영향

Effects of Kindergarten Management Hours, Parental Academic Involvement, & Young Children's Stress on Problem Behaviors

The purpose of this study was to investigate the effects of kindergarten management hours, parental academic involvement and young children's stress on problem behaviors. The subjects of this study consisted 322 mothers having 3 to 5 years old children from ten kindergartens located in Kyonggi province. Data were analyzed by the frequency, percentage, Cronbach α, t-test, ANOVA with Tukey post-hoc test, correlation, multiple regression analysis using SPSS 12.0 program. The results of this research were as follows: 1) There was no difference in parental academic involvement according to the kindergarten management hours. 2) There was a differences of young children's stress according to kindergarten management hours. Children attended the half-day class tended to have more stress than those who attended the full day class. There was no difference in stress between children who attended the extended class and full day class. 3) There was no differences of children's external problem behaviors according to kindergarten management hours while there was a difference in children's internal problem behaviors. Both children attended the half-day class and all day class had more internal problem behavior than those ones attended the extended class. 4) Parental academic involvement and young children's stress were related to children's internal and external problem behaviors. That is, the less the mother did academic involvement to their children, the higher stress children had, the more internal and external problem behavior children had. Children's stress was the strongest predictor for children's problem behavior either internally or externally.