유아의 수개념과 생명과학개념 습득 수준에 미치는 자기조절학습력 및 어머니 학습관여의 영향

The Effects of Young Children’s Self-Regulated Learning Competence and Mothers’ Academic Involvement on Numeracy and Life Science Concept of Young Children

The study analyzed effects of young children’s self-regulated learning competence and their mothers’ academic involvement on young children’s acquisition of numeracy and life science concept. The subjects were 217 children at age 4-6 years and their mothers. The children were tested using ‘Children drawing mathematical ability examination tool’ developed by Hwang and Choi (2007) and ‘Instrument for understanding young children’s life science concepts’ developed by Kim (2014). Also their teachers rated self-regulated learning ability of the children using ‘Korean version of checklist of independent learning development’ developed by Whitebread et al. (2009) while the mothers rated their own learning involvement for their children using a ‘Checklist of mothers’ learning involvement’ modified based on scales developed by Song(2006) and Sung(2003). The study results are as follows. First, as the children become older and have higher self-regulated learning competence, they seemed to obtain higher points in the numeracy and life science concepts. Second, there were weak correlations between children’s numeracy concept and mothers’ support for learning and between children’s life science concept and mothers’ learning instruction. Third, young children’s age, cognitive self-regulated learning competence and mothers’ support for learning were the variables significantly predicting their numeracy concept while the children’s age, social self-regulated learning competence were the variables significantly predicting their life science concept.