유아의 신체적 민첩성, 인지능력, 정서조절력 및 사회적 능력감이 학교준비도에 미치는 영향

The Effects of Preschool Children’s Physical Agility, Cognitive, Ability, Emotional Regulation and Social Competence on

The purpose of this study was to examine the effects of preschool children s physical agility, cognitive, ability, emotional regulation, social competence on their school readiness according to children s gender in terms of developmental perspective, and finally to present baseline date for educational and counselling program for their parents. Subjects of this study were 387 mothers of 5 years old children attending 6 different kindergartens Cheongju city. Data were analyzed by frequency, percentage, Cronbach s α, t-tes t, Pearson s product-moment correlation coefficient using the SPSS 12.0 program. Also, multiple regression analysis was performed to investigate the effects of children s physical agility, cognitive, ability, emotional regulation, social competence on their school readiness. The results of this study were as follows: First, it appeared that emotional regulation, physical agility, and social competence were related to boys school readiness for group living. For girls, it revealed that physical agility, emotional regulation, and cognitive ability were related to school readiness for group living, while social competence was not related to school readiness for group living. Emotional regulation was the strongest predictor of boys whereas cognitive ability was for girls school readiness for group living. Second, it indicated that physical agility, social competence, and cognitive ability were related to boys school readiness for daily life adaptation. For girls, physical agility and cognitive ability were related to school readiness for daily life adaptation. Children s physical agility was the strongest predictor of children s school readiness for daily life adaptation. Third, it revealed that emotional regulation, social competence, physical agility, and cognitive ability were related to boys school readiness for social adaptation, and their emotional regulation had the greatest influence on that. While emotional regulation, social competence, and cognitive ability were related to girls school readiness for social adaptation and their emotional regulation had the greatest influence on that. Fourth, it found that cognitive ability and physical agility had an effect on boys school readiness for learning activity and cognitive ability had the greatest effect on boys school readiness for learning activity. In contrast, it appeared that only cognitive ability was related to girls school readiness for learning activity.