The purpose of this study was to examine young children's teacher- attachment security, self-perception and social competence and whether there were any differences between young boys and girls in those regards.
It's specifically meant to check into ...
The purpose of this study was to examine young children's teacher- attachment security, self-perception and social competence and whether there were any differences between young boys and girls in those regards.
It's specifically meant to check into young children's teacher- attachment security, self-perception, social competence and the relationship of their teacher-attachment security to self-perception and social competence. And whether their gender made any differences to each of the characteristics and their mutual relationship was investigated as well.
The subjects in this study were 189 young children who were at the age of 3 and 4 and attended daycare centers in Gwangjin-gu, Seoul. Q-set was conducted by five early childhood education experts to evaluate their teacher-attachment security, and 17 teachers who were in charge of the young children utilized a self-perception scale to assess the self-perception of the children in their classes. After daycare centers located in the region were asked in writing for cooperation, the daycare centers that wanted to participate in the study were selected.
As for instrumentation, the young children's teacher-attachment security was tested by Nha Jong-hye(1994)'s instrument for teacher, which modified Park Gyeong-ja and Lee Jeong-hee's Korean adapted version of Q-Set Ver. 3.0(1987). To evaluate their self-perception, Lee Eun-hae, Choi Hye-yeoung and Kim Mi-hae(1990)'s Self-Perception Scale for Young Children was utilized, which modified Harter and Pike (1984)'s Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The young children's social competence was assessed by Park Yun-jeong(1997)'s questionnaire that modified Pease, et. al.(1979)'s Iowa Social Competency Scale; Preschool Form(ISCS). The collected data were analyzed with SPSS program, and Cronbach alpha coefficients were calculated to verify the reliability of the instruments. Descriptive statistics including mean and standard deviation were acquired to find out about the young children's teacher-attachment security, self-perception and social competence, and t-test was utilized to see if their gender made any differences. And Pearson correlation analysis was employed to determine whether their teacher-attachment security was linked to their self-perception and social competence.
The major findings of the study were as follows:
1. There was no gap in teacher-attachment security between the young boys and girls. As for self-perception, the young children looked at themselves in a positive way in general. In particular, they were most excellent at peer acceptance, and the young boys valued their own physical ability better than the young girls. When their social competence was evaluated by their teachers, they ranked highest in terms of competence, and the girl children were more insecure than their counterparts.
2. As for teacher-attachment security and self-perception, the attachment security of the young girls were bound up with their cognitive ability, peer acceptance and mother acceptance. The young girls who were more stably attached to their teachers were more receptive toward peers and mothers. In the case of the young boys, a stronger teacher-attachment security led to less reception of mother.
3. The young children's teacher-attachment security had something to do with their social competence. Those who were more stably attached to their teachers were more sociable and had a better leadership, and they were less insecure and less oversensitive.
본 연구는 보육교사-유아의 애착안정성과 유아의 자아지각 및 사회적 능력과 그에 따른 성차를 알아보았다.
이상의 목적을 위해 본 연구에서는 우선 보육교사-유아 애착안정성, 유아의 자...
본 연구는 보육교사-유아의 애착안정성과 유아의 자아지각 및 사회적 능력과 그에 따른 성차를 알아보았다.
이상의 목적을 위해 본 연구에서는 우선 보육교사-유아 애착안정성, 유아의 자아지각, 사회적 능력은 어떠하며, 성차가 있는지를 살펴보았다. 다음으로 보육교사-유아 애착안정성과 유아의 자아지각과의 관계는 어떠하며 성차에 대해 알아보았고 끝으로 보육교사-유아 애착안정성과 유아의 사회적 능력과의 관계 및 성별에 따른 차이를 파악하였다.
본 연구는 서울 광진구에 소재한 어린이집에 다니고 있는 3, 4세 유아 189명을 대상으로 자료를 수집하였다. 보육교사-유아 애착안정성을 알아보기 위한 Q-Set 설문지는 유아교육을 전공한 연구진 6명이 실시를 하였고 그 유아를 담당하고 있는 17명의 교사는 유아의 자아지각 척도를 각 반의 유아를 대상으로 실시하였다.
보육교사와 유아의 애착안정성을 측정하기 위해 Waters 와 Deane(1985)이 개발한 애착 Q-Set 방법(version 3.0, 1987)을 박경자와 이정희가 한국어로 번안한 것을 나종혜(1994)가 교사용으로 수정한 것을 사용하였고, 유아의 자아지각을 측정하기 위해 Harter와 Pike(1984)의 지각된 능력과 사회적 수용 그림척도(The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children)를 이은해·최혜영·김미해(1990)가 수정 보완한 유아용 자아지각 척도를 사용하였다. 아동의 사회적 능력을 측정하기 위하여 Pease와 그의 동료들(1979)이 개발한 유치원용 아이오와 사회적 능력 척도(Iowa Social Competency Scale; Preschool Form; ISCS)를 수정한 박윤정(1997)의 질문지를 사용하였다. 수집된 자료는 SPSS통계 프로그램을 이용하여 분석되었고, 각 척도의 신뢰도를 검증하기 위하여 Cronbach · 계수를 산출하였다. 또한 보육교사-유아의 애착안정성, 자아지각, 사회적 능력 수준을 파악하기 위하여 평균과 표준편차의 기술통계량을 산출하고 이의 성차에 따른 차이를 비교하기 위하여 t검증을 실시하였다. 보육교사-유아의 애착안정성, 유아의 자아지각, 사회적 능력을 파악하기 위하여서는 pearson의 상관관계 분석을 실시하였다.
본 연구에서 연구결과를 요약하면 다음과 같다.
1. 보육교사-유아 애착 안정성은 성별에 따라서 두 집단간 차이가 없었다. 유아의 자아지각은 대체적으로 긍정적인 평가를 하고 있는 것으로 나타났고, 특히 또래 수용이 가장 높게, 남아가 여아에 비해 신체적 능력을 긍정적으로 평가한 것으로 알 수 있다. 또한 보육교사가 평정한 아동의 사회적 능력에서 능력에 대한 평가 수준이 가장 높았고 여아가 남아에 비하여 불안정 수준이 높은 것으로 나타났다.
2. 여아는 보육교사-유아간 애착 안정성이 높으면 인지적 능력, 또래수용, 어머니 수용이 높게 나타났고 남아는 보육교사-유아간 애착 안정성이 높으면 어머니 수용 수준은 낮아지는 것으로 나타났다
3. 보육교사-유아간 애착 안정성이 높으면 유아의 능력과 지도력은 높고 불안정성과 과민성은 낮았다.
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