유아 사회적 유능성의 변화양상 및 관련 변인의 영향력에 대한 단기 종단적 연구

A short-term longitudinal approach to children s social competence: effect of temperament and teacher-child relationship

본 연구는 유아 사회적 유능성의 발달경향 및 기질과 교사-유아 관계가 사회적 유능성에 미치는 효과를 단기 종단적으로 분석하고자 하였다. G시의 2개 유치원 5세 유아 130명을 선정하여 2회에 걸쳐 유아를 평정하였다. 수집된 자료는 SPSS 20.0 프로그램을 활용하여 상관관계분석과 단계적 중다회귀분석을 실시하였다. 연구결과 첫째, 유아 사회적 유능성은 초기와 후기 모두 대체로 높은 것으로 나타났다. 둘째, 초기와 후기 관찰 모두 기질이 사회적 유능성을 중요하게 예측하는 것으로 나타났다. 셋째, 초기와 후기 관찰 모두 교사-유아관계가 사회적 유능성을 중요하게 예측하는 것으로 나타났다.

The purpose of this study was to investigate the influence of temperament and teacher-child relationships on children’s social competence. Subjects included 130 five-year-old children recruited from two kindergartens in G city. Data were collected from children via three questionnaires. Data were analyzed using Pearson’s correlation analysis and stepwise multiple regression analysis via SPSS/PC 20.0. The results indicated no significant differences between the Time 1 and Time 2 social competence scores. However, the comprehension of social rule increased from Time 1 to Time 2. In addition, there was a significant relation between temperament and social competence from Time 1 to Time 2. Further, temperament (i.e., adaptability, activity, physiological rhythmicity, reactivity) predicted children’s social competence; however, emotionality was not significantly related to social competence. There was also a significant relationship between teacher-child relationship and social competence- indeed, teacher-child relationship (i.e., intimacy, conflict) predicted children’s social competence. However, dependence was not significantly related to social competence. In sum, the results of this study indicated that temperament and teacher-child relationship were related to children’s social competence.