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NTIS 바로가기Family and environment research : fer, v.54 no.3, 2016년, pp.293 - 305
서석원 (충청대학교 유아교육과) , 박지선 (목원대학교 유아교육과)
This study examines the mediation effect of teacher-child interactions in the process of the impact of teacher's teaching-efficacy on childhood education institutions and classroom environment on peer-play interactions. We used data from 970 children aged between 49 and 55 months and 970 homeroom te...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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상호작용적 또래놀이 척도는 무엇을 위해 개발되었는가? | Fantuzzo 등[15]은 유아들의 상호작용적 놀이행동을 측정하기 위해 상호작용적 또래놀이 척도(The Penn Interactive Peer Play Scale, PIPPS)를 개발하였다. 이는 유아의 놀이를 상호적 또래놀 이, 놀이 방해, 놀이 단절로 구분하고 유아의 긍정적 차원과 부정적 차원으로 구분하고 있다. | |
유아기 발달에 있어서 놀이가 중요한 이유는 무엇인가? | 유아기 발달에 있어서 놀이는 매우 중요하다. 유아의 놀이는 발달의 근원일 뿐만 아니라 사회성 발달, 인지 및 언어발달, 사고력 발달 등 전인발달을 도모하는 중요한 기제이며[22], 유아들은 놀이를 통해 자신과 주변 환경을 이해하고 상호작용한다[54]. 즉 놀이를 통해 자신의 생각을 전달하고 다른 사람의 생각도 이해하게 되고, 다른 사람과의 갈등을 해결하는 방법과 협동하는 방법을 배우게 함으로써 사회화 경험의 중요한 맥락을 형성한다[62]. 따라서 유아는 놀이를 통해 또래와 지속적인 상호작용을 하게 되며 이를 통해 효과적인 또래관계를 형성할 뿐만 아니라 이러한 경험을 통해 유아의 성장과 발달은 촉진된다[42]. | |
상호작용을 많이 하는 유아의 특징은 무엇인가? | Kim [35]과 Kim [30]의 연구에 의하면 상호작용을 많이 하는 유아는 사회적 기술이 높고, 또래 와의 놀이 활동이 적극적인 유아는 적응력이 높다는 결과가 나타났으며, 타인의 감정 신호에 민감하게 반응하고 공감을 잘하는 유아들은 또래 사이에서 인기가 많아 또래 간 타협을 통한 협력적 문제 해결을 효과적으로 잘한다[6]고 하였다. 반면 사회적 기술이 부족하고 자아통제감이 낮아 화를 잘내거나 소심한 행동을 보이는 유아들의 경우 또래와의 부정적 관계를 형성하고, 적절한 상호작용을 이루지 못하여 학교생활에 적응하지 못하고 의욕이 감퇴된다고 보고하였다[14]. |
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