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NTIS 바로가기Family and environment research : fer, v.52 no.5, 2014년, pp.541 - 549
The purpose of this study was to analyze the effects of preschool children's behavioral and emotional regulation on their peer play behavior, focusing on gender differences. A total of 214 4- and 5-year-old children attending a child care center in South Korea participated in this study. The instrum...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
유아기는 어떠한 시기인가? | 유아기는 유아가 가족의 울타리를 벗어나 또래와 관계를 형성하는 시기이며, 또래와 상호작용하는데 필요한 다양한 사회적 기술을 습득하는 시기[7, 35]이므로 이 시기 유아가 보이는 발달적 특징은 또래와의 상호작용을 통해 살펴보는 것이 적절하다. 유아와 또래의 상호작용이 가장 활발하게 일어나는 상황은 바로 놀이 상황이며, 유아는 또래들과의 놀이를 통해 직접적이거나 간접적인 상호작용을 지속시켜 나간다. | |
유아와 또래의 상호작용이 가장 활발하게 일어나는 상황은? | 유아기는 유아가 가족의 울타리를 벗어나 또래와 관계를 형성하는 시기이며, 또래와 상호작용하는데 필요한 다양한 사회적 기술을 습득하는 시기[7, 35]이므로 이 시기 유아가 보이는 발달적 특징은 또래와의 상호작용을 통해 살펴보는 것이 적절하다. 유아와 또래의 상호작용이 가장 활발하게 일어나는 상황은 바로 놀이 상황이며, 유아는 또래들과의 놀이를 통해 직접적이거나 간접적인 상호작용을 지속시켜 나간다. 또래와의 놀이 맥락에서 유아의 사회적 유능성이 발달하며, 또래와 놀이를 시작하고 유지하는데 필요한 과업을 성공적으로 완수해야만 유능성이 증진될 수 있다. | |
어떠한 측면에서 또래 놀이행동의 중요성을 확인할 수 있는가? | 또래 놀이행동이란 유아가 또래와의 놀이상황에서 보이는 놀이상호작용, 놀이방해, 놀이단절과 같은 행동 특성을 의미한다[7]. 일반적으로 유아는 또래와 놀이를 진행할 경우 놀이상대방이 자신의 놀이에 협조적인 태도를 보이기를 원한다. 그런데 놀이에서 놀이상대방이 자신의 놀이를 방해하거나 이를 단절시키는 행동을 보일 경우 유아는 놀이상대방이 놀이에 참여하는 것을 원하지 않거나 거부할 가능성이 높다. 예를 들어, 공격적인 행동을 보이는 놀이상대방은 유아의 놀이행동에 방해가 될 수 있고, 위축된 행동을 보이는 놀이상대방은 유아의 놀이행동을 단절시킬 수 있다[7]. 이러한 측면에서 또래 놀이행동의 중요성을 확인할 수 있으며, 유아기의 긍정적인 또래관계, 특히 또래 놀이행동은 또래수용뿐 아니라 긍정적인 학습행동과도 관련이 있고[8], 유아기의 또래 놀이행동 점수가 초등학교 1학년 시기의 학업성취를 예언한다[13]는 측면에서도 유아기 또래 놀이행동의 중요성을 확인할 수 있다. |
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