유아의 기질, 언어·인지발달, 교사-유아 상호작용에 따른 놀이행동과 그 성별차이

Young Children’s Play Behavior and Its Gender Differences according to Temperament, Verbal and Cognitive Development, and Teacher-child Interaction

본 연구는 유아의 기질(정서성, 활동성, 사회성), 언어 및 인지발달과 교사-유아 상호작용에 따른 유아의 놀이행동(놀이상호작용, 놀이방해, 놀이단절)을 분석하고, 성별에 따른 차이를 확인하였다. 「한국아동패널」5차년도(2012) 데이터를 2016년 2월에 분석하였으며, 분석대상은 만 4세아 998명(남아 520명, 52.1%; 여아 478명, 47.9%)이었다. 분석 결과, 남아의 놀이행동에 대한 영향력이 큰 독립변인은 인지발달, 교사-유아 상호작용과 언어발달이었으며 여아의 놀이행동에 영향력이 큰 독립 변인은 인지발달과 교사-유아 상호작용이었다. 남아와 여아 모두 놀이행동은 인지 발달의 영향을 가장 많이 받았고, 교사-유아 상호작용의 영향도 많이 받는 것으로 나타났다. 한편 남아의 놀이행동은 언어발달의 영향을 받지만, 여아의 놀이행동은 언어발달의 영향을 받지 않는 것으로 나타났다.

This study identified the variables influential to young children’s play behaviors (interaction, disruption, disconnection) out of their temperament (emotionality, activity, sociability), verbal and cognitive development, and teacher-child interaction. Gender differences of the variables were investigated, as well. Subjects were four-year-old 998 children (520 boys, 52.1%; 478 girls 47.9%) who participated in ‘The Fifth Wave of Korea Children Panel, 2012’ whose data-set was released in 2015. A series of data analyses had conducted during January and February in 2016. These analyses revealed that boys’ play behaviors were mainly affected by cognitive development, teacher-child interaction, and verbal development, while those of girls were affected largely by cognitive development and teacher-child interaction. Put these results in another way, cognitive development was found to be the most influential factor in boys’ and girls’ play behaviors. Boys’ and girls’ play behaviors were largely affected by teacher-child interaction, as well. However, verbal development was found to be influential only in boys’ play behaviors.