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NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.35 no.3, 2014년, pp.31 - 47
This study investigates the moderating effects of the teacher-child relationship on the relationship between young children's self-control and behavior problems. 150 young children aged 3, 4, and 5 and their 40 classroom teachers participated in this study. The results of this investigation reveal t...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
행동문제란 무엇인가? | 행동문제(behavior problems)란 유아가 환경과 상호작용하는 과정에서 발생하는 행동적․ 정서적 부적응의 결과이다. 우리나라 유아교육기관에 다니는 만 3~5세 유아 842명을 대상으로 행동문제 출현율을 조사한 바에 의하면, 전체 유아의 3~4% 정도가 심각한 행동문제를 보여 향후 전문적인 개입이 필요한 것으로 보고되고 있다(Lee, Shin, Chun, & Park, 2004). | |
자기통제력의 발달과정은 어떠한가? | 자기통제력은 유아기에 반드시 성취해야 하는 대표적인 발달과업이며(Kostelnik, Whiren, Soderman, & Gregory, 2009), 유아기 사회화 과정에서 발달시켜야 할 중요한 과제(Kopp, 1982)로 인식되고 있다. 자기통제력의 발달과정은 ‘외부’에서 ‘내부’로 진행된다. 즉 타인의 힘을 빌어서 자신을 통제하다가 다양한 사회적 경험을 통해 점차 내적인 힘으로 자신을 통제할 수 있는 수준으로 발달해 간다. | |
self-control은 무엇인가? | 유아기 행동문제의 예방 및 중재에 관심을 가지고 있는 연구자들이 주목하고 있는 요인 중의 하나가 자기통제력(self-control)이다. 자기통제력은 사회적으로 수용되는 행동과 그렇지 못한 행동을 잘 구별하여 자신의 행동을 주어진 상황에 맞게 잘 조절하는 능력으로(Brody & Flor, 1997), 성인의 지시에 대한 순응이나 유혹저항, 순간적인 욕구나 행동을 제지하고 인내하는 능력과 같은 외적 행동억제 측면과 외부의 지시나 감독 없이 목적이나 계획된 행동을 유지하는 인지적 과정을 포함한다(Humphrey, 1982; Lee & Yang, 2003). 자기통제력은 유아기에 반드시 성취해야 하는 대표적인 발달과업이며(Kostelnik, Whiren, Soderman, & Gregory, 2009), 유아기 사회화 과정에서 발달시켜야 할 중요한 과제(Kopp, 1982)로 인식되고 있다. |
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