Background/Objectives: This study aimed to determine the prediction models of peer play behavior, including play interaction, disruption, and isolation, using decision tree analysis. The prediction variables were temperament, attention deficit hyperactivity disorder (ADHD), language, and teacher-student relationship. Methods: The participants were 737 five-year-old children recruited from day care centers and preschools located in the Incheon and Gyunggi provinces. The study used the Penn Interactive Peer Play Scale and the Child Behavior Questionnaire to measure peer play behavior and temperament, respectively. The other measures employed were the Student-Teacher Relationship Scale and the ADHD rating. Moreover, the study examined language ability using the Korean version of the Wechsler Preschool and Primary Scale of Intelligence. The study assessed peer play behavior, teacher–student relationship, and ADHD (reported by teachers) and temperament (reported by mothers). Data were analyzed using decision tree analysis. Results: According to the prediction model for peer play interaction, the significant predictors were Gender, teacher-student intimacy, and ADHD were significant predictors for peer play interaction. Negative emotionality, teacher-student conflict, and dependence were significant predictors for peer play isolation, whereas ADHD and teacher–student conflict were significant predictors for peer play disruption. Conclusion/Implications: The results suggested that children’s temperament, ADHD, and teacher-student relationship may be closely related with peer play behavior among preschool children. The study also presented suggestions for future research.
Ⅲ. 결과 및 논의
Ⅳ. 결론 및 제언