[논문]학령기 전환 자녀의 어머니 역할 경험에 대한 질적 연구

김수지; 송승민; 도현심; 신나나; 김민정; 김은혜

doi:10.5723/kjcs.2015.36.2.111

[국내논문] 학령기 전환 자녀의 어머니 역할 경험에 대한 질적 연구
A Qualitative Study to the Mother's Role Experiences during Their Child's Transition from Early Childhood to Middle Childhood 원문보기

兒童學會誌 = Korean journal of child studies, v.36 no.2, 2015년, pp.111 - 130

김수지 (이화여자대학교 아동학과) , 송승민 (수원대학교 아동가족복지학과) , 도현심 (이화여자대학교 아동학과) , 신나나 (이화여자대학교 아동학과) , 김민정 (남서울대학교 아동복지학과) , 김은혜 (이화여자대학교 아동학과)

Abstract ▼ AI-Helper

The purpose of this study was to conduct a qualitative analysis of mothers' role experiences during their children's transition from early childhood to middle childhood. Eleven mothers of first-grade elementary school students participated in a group meeting, group interviews and journal writing. The results indicated that mothers described their experiences as a critical first step outwards on the journey to independence. The role experiences of the mothers who participated in this study can be seen from three perspectives: Firstly, as mothers as individuals projecting a mother's worries onto their child and becoming a capable person to help their children adjust to a new school environment, secondly, as mothers as family members experiencing a more authoritarian parenting style and difficulties of co-parenting with their husbands and parents-in-law, and lastly, as mothers as members of the extended family systems experiencing communication difficulties regarding the public education system and feeling uncomfortable with other parents. The findings may be used to develop support programs as well as a channel for interacting with public education bodies and community agencies.

Keyword

질의응답

핵심어	질문	논문에서 추출한 답변
	Rimm-Kaufman과 Pianta(2000)가 제안한 생태학적, 역동적 모델은 무엇을 살펴본 것인가?	Rimm-Kaufman과 Pianta(2000)는 유아기에서 초등학교로의 전환기의 발달에 대해 Pianta와 Walsh(1996)의 맥락적 체계모델(Contextual Systems Model)과 Bronfenbrenner와 Morris(1998)의 바이오 생태학적 모델(bio-ecological model)을 근거로 생태학적, 역동적 모델(ecological and dynamic model)을 제안하였다. 이는 아동의 학령기 전환을 유아기에서 학령기로의 발달적 측면에서 환경적 맥락의 직․간접적이고 역동적, 복합적인 상호작용을 살펴본 것이다. 이 모델에서는 학령기의 성공적인 전환을 위해 아동의 미시체계인 부모를 중심으로 초등학교 취학을 위해 수행한 구체적인 활동, 가족의 스트레스 정도와 원인, 다른 학부모와의 관계 경험 등 다양한 실제 경험을 바탕으로 보육기관과 초등학교를 연계하는 교육 모델을 구성해야 한다고 보았다(LoCasaleCrouch, Mashburn, Downer, & Pianta, 2008; Pianta & Kraft-Sayre, 2003; Rimm-Kaufman & Pianta, 2000).
	부모가 자녀의 학령기 전환을 지원하기 위해 어떤 변화가 필요한가?	아동이 발달하면서 각 단계별 발달과업이 있는 것처럼 부모도 자녀의 발달에 따라 각 시기에 적합한 부모 역할을 수행해야 하고 이에 따라 부모-자녀관계가 재정립된다. 부모가 자녀의 학령기 전환을 지원하기 위해서 유아기와는 다른 훈육방법이 필요하고 부모의 양육은 신체적인 양육에서 점차 심리적인 양육에 중점을 두어야 한다(Doh et al., 2011).
	부모들이 자녀의 초등학교 적응과 준비를 걱정하며 어려워하는 이유는?	학령 전환기는 아동의 발달적 관점뿐 아니라 가족의 관점에서도 가족생활주기 중 자녀 양육기(Carter & McGoldrick, 2000) 내에서 발생하는 중요한 발달적 변화로 자녀의 학교생활 적응을 둘러싼 가족의 긴장이 높아져 가족 내 스트레스가 야기될 가능성이 높다. 부모들은 자녀의 초등학교의 초기 적응이 추후 학교 적응 및 교육 효과, 발달에 영향을 미치리라 기대하기 때문에(Jung & Ji, 2006) 초등학교 적응과 준비에 대해 걱정하며 어려움을 느끼게 된다(Jung, 2006). 따라서 자녀의 유아기에서 학령기로의 전환기는 이후 아동의 학령기의 성공적인 적응과 가족의 기능 적인 관계를 위해 보다 집중적인 관심이 필요한 시기이다.

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