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NTIS 바로가기水産海洋敎育硏究 = Journal of fisheries and marine sciences education, v.27 no.5 = no.77, 2015년, pp.1252 - 1264
This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measur...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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Crick과 Grotpter는 또래괴롭힘을 어떻게 정의하고 있는가? | 이처럼 유아기 부정적인 또래관계의 위험성이 강조되면서 부정적 또래관계인 또래괴롭힘에 대한 관심이 높아졌는데, Crick과 Grotpter(1996)는 또래괴롭힘에 대해 고의로 다른 아동에게 해를 주거나 또래관계에 손상을 입히기 위하여 사회적 관계를 이용하여 괴롭히는 관계상의 괴롭힘 (relational victimization), 신체적․ 언어적 방법들을 사용하여 때리기, 차기, 밀기, 욕하기, 별명 부르기, 말로 위협하기 등의 외현적 괴롭힘(overt victimization), 도움을 받아야 하거나 사회·정서적 어려움에 직면해 있는 또래가 이를 해결할 수 있도록 실질적인 도움을 주지 않고 그대로 두는 친사회적행동(prosocial behavior)의 박탈로 정의하고 있다. Slee(1994)는 지속적으로 주어지게 되는 괴롭힘의 피해는 아동들의 학교생활에 심리적인 해를 입히고, 신체적으로 손상을 입히며, 사회적으로 고립되는 부정적 산물을 가지게 된다고 밝히고 있다. | |
취학 전 유아를 대상으로 이들의 또래 괴롭힘 피해에 대한 유아의 언어능력, 정서조절능력과 교사-유아 갈등 관계가 어떠한 과정으로 영향을 미치는지를 파악하는 것은 어떤 장점이 있는가? | 본 연구는 취학 전 유아를 대상으로 이들의 또래괴롭힘 피해에 대한 유아의 언어능력, 정서조절능력과 교사-유아 갈등관계가 어떠한 과정으로 영향을 미치는지를 파악하고자 하였다. 이는 유아의 또래괴롭힘 피해에 대한 포괄적인 이해와 더불어 유아의 또래괴롭힘 피해를 줄이고 바람직한 또래관계 형성을 돕는 교사교육 프로그램을 구성하는 데 기초자료를 제공하여 줄 수 있을 것이다. 이러한 연구목적에 따라 다음과 같은 연구 문제를 설정하였다. | |
유아는 타인과 관계를 맺는 경험을 통해 어떤 영향을 받는가? | 이들과의 다양한 상호작용 경험과 관계맺음을 통해 유아는 주어진 맥락에서 적절하게 행동하는 방법 등의 사회적 기술을 향상시키고 또래 및 교사와 다양한 관계를 발달시킨다. Rubin, Bukowski 과 Parker(1998)는 타인과 관계를 맺는 경험을 통해 유아가 상호작용의 방법을 배우게 되고, 탈 중심적 사고 및 행동을 할 뿐 아니라 사회구성원으로서 성공적인 기술이나 규범을 배워나가게 되며, 또래와의 관계는 유아의 사회정서발달에 많은 영향을 미친다고 하였다(Park & Kim, 2015). |
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