유아의 사회.정서적 발달에 관한 조사연구

Abstract

The object of this research consists in manifesting the defference of the young children's social and emotional development between those who have grandparents and those who have not grandparents. For this research, we randomly sampled eighty young children living with grandparents and fifty-four young childrens not living with grandparents at the seventeen kindergarden situated in Daejon city. To carry out this research, the Social and Emotional development Estimate Scale-request made from the Korean Behavior Science Institute and the request for Independency Development scale made by An Myeong Ok was revised to evaluate young children's social and emotional development which was divided as the three development factors. And then, we analyzed this research as T-test statistics process. 1. Young children's social and emotional development according to grandparents being or not 2. Young children's social and emotional development according to young children's sex 3. Young children's social and emotional development according to parents' education A. The result of the young children's social and emotional development according to grandparents being or not is as follows : First, as young children's social and emotional development according to the young children without grandparents or young children with one of them, the item of comfortableness at school, curiosity at the level of p 0.5 and independency at the level of p 4.01 were analyzed that young children without grandparents have a meaningful difference rather than young children with one of them at level of p<.01. ,Second, as young children's social and emotional development according to the young children without grandparents or young children with both of them, the items of Helpful relationship with other children, Comfortableness at school ,was analyzed that young children without grandparents have a meaningful difference rather than young children with both of them at the level of p<.05 Third, as young children's social and emotional development according to young children with one of them or young child-ren with both of them, the difference between the two groups is not found at all. B. The result of the young children's social and emotional development according to sex is as follows: First, as young children's social and emotional development without grandparents or with them according to sex , the dependency on teachers was analyzed that female has a meaningful difference rather than made at the level of p< .05 Second, as young children's social and emotional development according to young children both of them or without grand-parents, the items of self-control, the helpful relationship with other children, motivation accomplishment, curiosity, independency was analyzed that mal e without grandparents has a meaningful difference at the level of P<.05, and comfortable at school was analyzed that female without them has a meaningful difference at the level of p<.05 Third, as young children's social and emotional .development according to young children without grandparents or with one of them, idependency at the level of p<.01, and curiosity at the level of p<.05 were analyzed that male without them has a meaningfulness, and comfortableness at the level of p<.05 was analyzed that female has a meaningfulness C. The result of young children's social and emotional development according to parents' education is as follows: First, when father's education is greater than equal college education , young children without grandparents was analyzed that the items of Helpful relationship with other children comfortableness at school, Motivation accomplishment, Curiosity, Independency have a meaningful difference at the level of P<.01. Second, when mother's education is greater than equal college education, young children without grandparents was analyzed that the items of Helpful relationship with other children, Motivation accomplishment, Curiosity have a meaningful difference at the level of p<.05 Third, when parent's education is less than equal high school education, difference between the groups has not at all .But, when mother's education is less than equal high school education, young children without grandparents was analyzed that only the item of Dependency on the teacher has a meaningfulness at the level of p <.05;본 연구는 조부모 동거여부, 유아의 성별, 부모의 학력에 따른 유아의 사회·정서적 발달의 차이를 규명하는데 목적을 두고 있다. 이 연구를 위해 충청남도 대전시에 소재한 17개의 유치원에서 4년이상 조부모와 동거하는 유아 80명과 동거하지 않는 유아 54명을 무작위 선정 하였다. 유아의 사회·정서적 발달의 측정도구로는 한국행동과학연구소에서 제작한 사회·정서적 발달 평정척도와 안명옥이 제작한 독립성 발달 측정을 위한 질문지를 첨가하여 재구성 하였는데, ① 교사에의 의존성, ② 내적 통제력, ③ 다른 아동과의 상호작용, ④ 학교에서의 안정감, ⑤ 성취동기, ⑥ 호기심, ⑦ 독립성의 7개 요인으로 구분하여 이에 대한 결과는 t검증으로 분석하였다. 연구 결과는 다음과 같다. 첫째, 조부모 동거여부에 따른 유아의 사회·정서적 발달의 차이는 학교에서의 안정감, 독립성(P<.01) 성취동기, 호기심, (P<.05) 항목에서 조부모와 동거하지 않는 유아가 사회·정서면에서 통계적으로 높은 점수를 보였다. 둘째, 조부모 동거여부와 성별에 따른 유아의 사회·정서적 발달은 내적통제력, 다른 아동과의 상호작용, 성취동기, 호기심, 독립성 (P<.05) 항목에서 조부모와 동거하지 않는 남아가 높은 점수를 보였으며, 여아는 학교에서의 안정감이 높게 나타났다. 셋째, 부모의 학력에 따른 조부모 동거여부의 유의한 차이는 학교에서의 안정감, 성취동기, 다른 아동과의 상호작용, 독립성 항목에서 부의 학력과 유의한 차이 (P<.01, P<.05)를 보였는데 모두 부의 학력이 높은 경우 사회·정서 점수가 높게 나왔으나 학교에서의 안정감에 대해서만은, 조부모와 동거 또는 동거하지 않는 양 경우, 모두 높게 나왔다. 모의 학력은 조부모 동거여부와 관련한 사회·정서적 발달에 의미있는 통계적 결과가 나타나지 않았다.