교사가 지각한 유아의 기질에 따른 또래 간 상호작용

Young Children s Peer Interaction according to Their Temperament Perceived by Teacher

본 연구의 목적은 교사가 지각한 유아의 기질에 따라 또래간 상호작용이 어떠한 차이를 보이는지 알아보는데 있다. 유아 기질 검사를 위한 도구는 Thomas, Chess와 Korn(1977)이 개발한 교사용 유아 기질 평가(Teacher Temperament Questionnaire for Children)를 강민정(1997)이 번안하여 수정·보완한 검사지를 사용하였으며, 또래간 상호작용은 Holloway와 Reichhart-Erickson(1988)의 관찰도구를 수정·보완한 조윤정(1997)의 「또래간 상호작용 분석도구」를 사용하였다. 연구 결과, 교사가 지각한 유아의 기질에 따른 또래간 상호작용은 순한 기질 집단과 까다로운 기질 집단간에 통계적으로 유의한 차이를 보이는 것으로 나타났으며, 교사가 지각한 유아의 기질에 따른 또래간 긍정적 상호작용, 의존적 상호작용, 부정적 상호작용은 순한 기질 집단과 까다로운 기질 집단간에 통계적으로 유의한 차이를 보이는 것으로 나타났다

The purpose of this study was to examine how young children s peer interaction differs according to their temperament which is perceived by teacher. For the purpose, following research questions were established; 1. Is there any difference of young children s peer interaction according to their temperament perceived by teacher? 1-1. Is there any difference of young children s positive peer interaction according to their temperament perceived by teacher? 1-2. Is there any difference of young children s dependent peer interaction according to their temperament perceived by teacher? 1-3. Is there any difference of young children s negative peer interaction according to their temperament perceived by teacher? The subjects for this study were 30 five-year-old children. Based on the results of this questionnaire, children were divided into easy, difficult, and moderate child groups. Among them, 17 of easy child group and 13 of difficult child groupwere finally chosen as the subjects. Results of this study were as follows: First, young children s peer interaction showed a significant difference between easy and difficult child groups which were perceived by teacher (p<.001). Second, young children s positive peer interaction also showed a significant difference between easy and difficult child groups which were perceived by teacher (p<.001). Third, a significant difference of young children s dependent peer interaction was found between easy and difficult child groups which were perceived by teacher (p<.001). Fourth, a significant difference of young children s negative peer interaction was also found between easy and difficult child groups which were perceived by teacher (p<.05).