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NTIS 바로가기한국산학기술학회논문지 = Journal of the Korea Academia-Industrial cooperation Society, v.17 no.10, 2016년, pp.373 - 381
This research is a descriptive correlation research to examine the relationship among stress, coping behaviors, and perceived social support in school-age children. Students in third, fourth, and fifth grades at one elementary school in A metropolitan city were included for this research. A research...
핵심어 | 질문 | 논문에서 추출한 답변 |
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학령기 아동은 기술을 습득하고 사회적 규칙을 배우는 과업을 완성했을 때 어떤 것을 획득하게 되는가? | 아동은 자신이 속한 학교에서 인지적, 사회적 기술을 습득하고 경쟁과 협동 같은 사회적 규칙을 배운다. 이러한 과업을 완수했을 때 타인으로부터의 인정과 성취감을 경험하며, 과제들을 성실히 수행하고 주의를 기울이는 동안 근면성을 획득하게 된다. 만약 인지적 기술과 사회적 기술을 개발하지 못하게 되면 아동은 열등감을 느끼게 된다. | |
학령기 아동은 어떤 시기인가? | 열등감은 아동이 그가 속한 세계에 대처함에 있어서 자신의 무능력이나 자신이 중요하지 않음을 지각하면서 생겨난다[2]. 학령기 아동은 인지 발달 단계로 전조작기의 자아중심적 사고를 탈피하여 인지 구조가 점차 논리적이고 체계적으로 발달하는 시기이다. 여러 형태의 조작에 의해 문제 해결이 가능하고 가역적 조작을 할 수 있게 되며 추론은 특정한 것에서 일반적인 것으로 이루어지는 귀납적 경향이 있다. | |
열등감은 왜 생겨나는가? | 만약 인지적 기술과 사회적 기술을 개발하지 못하게 되면 아동은 열등감을 느끼게 된다. 열등감은 아동이 그가 속한 세계에 대처함에 있어서 자신의 무능력이나 자신이 중요하지 않음을 지각하면서 생겨난다[2]. 학령기 아동은 인지 발달 단계로 전조작기의 자아중심적 사고를 탈피하여 인지 구조가 점차 논리적이고 체계적으로 발달하는 시기이다. |
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