지적장애 아동의 인지능력 및 적응행동 발달에 따른 대근운동숙련도와 대근운동발달의 관계

최범권 ( Bum Kwon Choi ),노형규 ( Hyoung Kyu Roh ) 한국특수체육학회 2011 한국특수체육학회지 Vol.19 No.1

본 연구는 지적장애의 장애 판별 준거인 인지능력 및 적응행동 발달에 따른 대근운동숙련도 및 대근운동발달과의 관계를 규명하기 위한 목적으로 수행되었다. 연구대상은 서울 및 경기지역에 거주하는 만 7세~10세의 지적장애 남자아동 113명으로 연령대별 분포를 고려하여 유목적적 표집방법을 통해 선정하였다. 이어 각각의 대상자들에게 국립특수교육원 한국형 개인 지능검사(Korea Intelligence Test for Children Kit; KISE-KIT), 국립특수교육원 적응행동발달검사(Korea Institute for Special Education-Scales of Adaptive Behavior; KISE-SAB), 대근운동숙련도검사(Bruininks-Oseretsky Test of Motor Proficiency; BOTMP) 및 대근운동발달검사(Test of Gross Motor Development-Second Edition; TGMD-2)를 실시하였으며, 각 변인에 대한 계량적 자료를 확보하였다. 각각의 검사를 통하여 수집된 자료는 분석목적에 따라 사례별로 분리하여 입력하였으며, 본 연구의 핵심 연구문제인 인지능력 및 적응행동 발달에 따른 대근운동숙련도와 대근운동발달과의 관계를 검증하고자 중다회귀분석(multiple regression analysis)을 실시한 후 다음과 같은 결과를 도출하였다. 첫째, 동작성 인지능력은 대근운동숙련도의 하위요인인 균형능력을 제외한 속도, 협응, 힘능력과 대근운동발달에 해당하는 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 둘째, 언어성 인지능력은 대근운동숙련도의 속도 및 균형능력에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 셋째, 개념적, 사회적 적응행동은 대근운동발달의 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 넷째, 실제적 적응행동은 대근운동숙련도와 대근운동발달의 모든 하위요인에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 마지막으로, 인지능력은 대근운동숙련도에, 적응행동은 대근운동발달에 미치는 상대적 설명력이 더 높은 것으로 나타났다. 결론적으로, 본 연구의 결과를 통해 지적장애 아동들의 인지능력 및 적응행동 발달이 대근운동숙련도 및 대근운동발달과 밀접한 관련을 맺고 있으며, 통계적으로 유의한 설명력이 있는 것으로 분석되었다. The study was conducted to investigate the relationships among the cognitive ability and adaptive behavior development on the gross motor proficiency and gross motor development in children with intellectual disabilities(ID). For this purpose, the data collected from the 137 children(age from 7 to 10) with ID, in the Seoul and Kyung-gi province. Several different instruments included the korea institute for special education-korea intelligence test for children(KISE-KIT) for cognitive ability, the korea institute for special education-scale of adaptive behavior(KISE-SAB) for adaptive behavior, bruininks-oseresky test of motor proficiency(BOTMP) for gross motor proficiency, and test of gross motor development-second edition(TGMD-2) for gross motor development were utilized. With the collected data, multiple regression analysis was performed by SPSS ver 15.0. The results of analysis were summarized as follows; First, performance cognitive ability had a statistically significant influence on speed, coordination, and power ability. Second, verbal cognitive ability had a statistically significant influence on speed and balance ability. Third, conceptual and social adaptive behavior ability had a statistically significant influence on object control skill and locomotor skill. Fourth, practical adaptive behavior ability had a statistically significant influence on all factors sub-scale of gross motor development. Finally, cognitive ability more influence on gross motor proficiency than to adaptive behavior ability, however, adaptive behavior ability more influence on gross motor development than to cognitive ability. In conclusion, the results of this study, the cognitive abilities and adaptive behavior ability of children with intellectual disabilities closely related gross motor proficiency and gross motor development. Also statistically significant main effect was shown.

유아의 운동능력과 갈등해결능력, 정서실행기능 및 그리기표상능력 간의 관계성 분석

민가혜(Ga-Hye Min),김지은(Ji-Eun Kim),연규승(Gyu-Seung Yeon) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.19

본 연구의 목적은 유아의 운동능력과 갈등해결능력, 정서실행기능, 그리기 표상능력 간의 관계성을 분석하여 유아의 운동능력에 영향을 미치는 예측변인을 밝히는 데 있다. 연구대상은 K도에 소재한 유치원 7곳에 재원 중인 만 3, 4, 5세 유아 210명으로 평균 월령은 64.85개월이었다. 자료 수집을 위해 ‘운동능력 검사(MPTYC)’, ‘갈등해결능력 검사’, ‘정서실행기능 검사’ ‘그리기표상능력 검사’를 사용하였으며, 수집된 자료는 Pearson 적률 상관계수와 단계적 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 운동능력과 갈등해결능력, 정서실행기능, 그리기표상능력 간에 유의미한 정적 상관이 있는 것으로 나타났다. 또한 정서실행기능이 유아의 운동능력에 가장 강력한 영향을 미치는 예측 변인으로 나타났으며, 갈등해결능력이 추가적인 예측변인으로 나타났다. 마지막으로 하위요인 간의 상대적 영향력을 분석한 결과, 정서실행능력의 하위요인인 스티커 찾기가 유아의 운동능력을 가장 강력하게 설명하는 예측변인으로 나타났으며 다음으로 그리기표상능력의 표상과 언어의 연계성이 추가적인 예측 변인으로 밝혀졌다. 이어서 갈등해결능력의 갈등인식이 유아의 운동능력을 설명하는 예측 변인으로 나타났으며, 그리기표상능력의 하위요인인 그림의 완성도 추가적인 예측 변인으로 밝혀졌다. The purpose of this study was to analyze the relationships among children s motor ability, conflict resolution ability, hot executive function and drawing representation ability of young children. The subjects of this study were 210 whose mean age was 64.85 months. The research data were collected by ‘MPTYC , ’Children s conflict resolution ability , ‘Hot executive function tasks(less is more task, sticker search task) and ‘Children’s drawing representation inventory . Pearson correlation and Step-Wise Multi Regression were used to analyze the data. Findings are as follows. First, there were positive correlations between motor ability and conflict resolution ability, hot executive function tasks and drawing representation ability. Second, hot executive function tasks was revealed to be most predictive factor of motor ability and conflict resolution ability was an additional positive variable that predicts the motor ability. In subscale, the results of this study indicate that ‘sticker search task , which is a subordinate factor of hot executive function tasks, has the most significant predictor of motor ability. In additionally, verbal representing drawings , which is a subordinate factor of drawing representation ability was an additional positive variable that predicts the motor ability. Also the results of this study indicate that conflict recognition , which is a subordinate factor of conflict resolution ability, and ‘completion of drawing , which is a subordinate factor of drawing representation ability have the additional variables that predictor of motor ability.

성인뇌성마비 장애인의 관절가동범위 특성에 의한 분류와 운동능력 및 유산소능력의 관계

유정완 한국체육과학회 2022 한국체육과학회지 Vol.31 No.4

The purpose of this study was to examine how the three groups classified as the characteristics of AROM in a previous study relate to motor ability and aerobic capacity. The subjects of this study were 101 ambulatory adult cerebral palsy (63 males, 38 females; 30 GMFCS level I, level II 63, and level III 8) who took part in a preliminary study (You et al., 2015) that measured systemic AROM and classified them into three groups as wide characteristics. For the upper extremity measurement of the 10 motor ability. As a result, the three groups classified were found to be closely related to motor ability. Group 1 had the highest athletic ability, and Group 2 had higher motor ability than Group 3. In particular, the difference in the group in shoulder muscle strength is remarkable (p<.001) that it is considered an important part for the motor ability characteristics of people with cerebral palsy. In addition, Group1 had the highest aerobic capacity, Group2 had higher aerobic capacity than Group3, and in particular, the significant difference between Group1 and Group3 was remarkable (p<.001) GMFCS level was found to be independent of the motor ability mainly using the upper extremity and related to the motor ability mainly using the lower extremity. However, it was found that there was no relationship with aerobic capacity in the range I to III of the GMFCS level. In conclusion, it is thought that the group classified as a characteristic of AROM in a prior study (You et al., 2015) showed its validity as a classification of motor and aerobic capacity in people with cerebral palsy.

성별에 따른 유아의 대상통제운동능력과 자기조절능력과의 관계

지성애,윤현숙,박은영,홍지명,문수강,공진희 한국영유아교원교육학회 2006 유아교육학논집 Vol.10 No.3

This study investigated the gender difference in young children's object-control motor ability and self-regulation ability. Also this study analyzed the relationship between young children's object-control motor ability and self-regulation ability. The subjects used in this study were 104 five-year-old children; 52 boys and 52 girls. The Object-Control Motor Ability Test and The Self-Regulation Ability Test were used in collection of data. It used t-test and co-relation analysis to analyze the data. The results of current study indicate that there were gender differences in young children's object-control motor ability and self-regulation ability. The score of the boys is significantly higher than that of the girls in object-control motor ability while the score of the girls is significantly higher than that of the boys in self-regulation ability. It also reveals that there was no significant relationship between object-control motor ability and self-regulation ability in boys while there was significant positive correlation between those abilities in the girls group. 본 연구는 유아의 대상통제운동능력과 자기조절능력이 성별에 따라 어떠한 차이가 있는지 알아보고 이들 간의 관계를 분석하는데 그 목적이 있다. 본 연구대상은 만 5세 남아 52명, 여아 52명 총 104명이었으며 ‘대상통제운동능력검사’와 ‘유아 자기조절능력 평정지’를 사용하여 연구자료를 수집하고, 수집된 자료는 t­검증과 상관분석을 통해 검증하였다. 연구결과 성별에 따른 유아의 대상통제운동능력과 자기조절능력은 모두 유의미한 차이가 있는 것으로 나타났다. 대상통제운동능력은 남아가 여아보다 높게 나타난 반면, 자기조절능력은 여아가 남아보다 높은 것으로 드러났다. 성별에 따른 유아의 대상통제운동능력과 자기조절능력 간의 관계는 남아의 경우 상관관계가 없는 것으로 나타난 반면, 여아의 경우 유의미한 정적 상관관계가 있는 것으로 나타났다.

脳性麻痺者の関節可動域と運動能力の関係

유정완(You, Jung-Wan) 한국체육과학회 2022 한국체육과학회지 Vol.31 No.5

Studies so far have not clarified the relationship with ROM by directly measuring the motor ability in adult with cerebral palsy, even though ROM is closely related to motor ability. Therefore, the purpose of this study is to reveal the relationship between AROM and motor ability based on the close relationship between ROM and motor ability of cerebral palsy. The subjects of this study were 101 adults with cerebral palsy (63 men and 38 women, 36.4±8.9 years old in average age, 162.8±9.6 cm in average height, 59.6±11.2 kg in weight, and 22.5±3.7 kg・m-2 in BMI) using three cerebral palsy welfare centers in Korea. The ROM measurement was performed by measuring the AROM (Active Range of Motion), and the items were 25 parts of 7 regions of the whole body. In addition, the motor ability measurements were a total of 10 items of motor ability (grip strength, shoulder strength, sit-up, left-back, and softball throwing) which mainly uses the upper extremities, and 5 items of motor ability (50 m running, side steps, single leg stance, standing long jump and 10 m shuttle run test). As a result of analyzing the correlation between AROM and motor ability, significant correlation with all exercise abilities was recognized in the ablation and under burst of foot joints in AROM (p<.05). In particular, in the relationship between the bowing of the foot joint and standing long jump, the highest value of all correlation coefficients was shown (p<.01). On the other hand, extra-shoulder joint rotation was not recognized to be correlated with all motor skills. In addition, there was less motor ability that showed a significant correlation with neck joint flexion and elongation, intra-shoulder joint rotation, and wrist joint extension. Most of the AROMs of the upper extremity were recognized to have a significant correlation with grip strength, shoulder muscle strength, and trunk forward flexion (p<.05). In addition, most of the AROMs in the lower extremities were significantly correlated with sit-ups, convulsions, softball throwing, 50m running, side steps, single leg stance, long jump, and shuttle run test (p<.05). Taken together, the development of foot and hip AROM among lower limb joints is considered the most important to obtain high motor skills in ambulatory cerebral palsy.

유아의 과학유능감과 인지능력, 정서실행기능, 지각운동능력, 수학능력 간의 관계 분석

지성애,연규승 한국영유아교원교육학회 2019 유아교육학논집 Vol.23 No.1

The purpose of this study was to analyze the relationships among children's science competence, cognitive ability, hot executive function, perceptual motor ability, and math ability of young children. The subjects of this study were 220 whose mean age was 69.57 months. The research data were collected by 'children's science competence scale', 'KABC-Ⅱ', 'hot-executive function scale', 'Children's Perceptual motor ability test', and 'Picture test of mathematical ability for preschoolers'. Pearson correlation and Step-Wise Multi Regression were used to analyze the data. The results showed a positive correlation among children's science competence, cognitive ability, hot executive function, perceptual motor ability, and math ability. Also, the results of this study indicate that cognitive ability is a positive variable that predicts science competence. Secondly, math ability is a positive variable that predicts the science competence of children. Moreover, the results of this study indicate that 'sequential ability', which is a subordinate factor of cognitive ability, is the most significant predictor of science competence of children. In additionally, 'measuring ability', which is a subordinate factor of math ability, the 'time perception', and 'directional perception' which are subordinate factors of perceptual motor skill were found to be an additional predictive factor. 본 연구는 유아의 과학유능감과 인지능력, 정서실행기능, 지각운동능력, 수학능력 간의 관계를 분석하는데 목적이 있다. 연구대상은 유치원에 재원 중인 총 220명의 유아였으며, 평균 월령은 69.57개월이었다. ‘유아과학유능감 검사도구’, ‘K-ABCⅡ’, '정서실행기능 검사도구', ‘지각운동능력 검사도구’, ‘수학능력 검사도구’를 사용하여 연구자료를 수집하였고, 수집된 자료는 Pearson 상관분석과 단계적 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 과학유능감과 인지능력, 정서실행기능, 지각운동능력, 수학능력 간에는 유의미한 정적상관이 있는 것으로 나타났다. 유아의 인지능력은 과학유능감을 가장 강력한 영향을 미치는 예측변인으로 나타났으며, 다음으로 수학능력이 유아의 과학유능감에 영향을 미치는 추가적 예측변인으로 밝혀졌다. 하위요인을 분석한 결과, 유아의 인지능력의 하위요인인 순차처리가 과학유능감을 가장 강력하게 설명하는 예측변인으로 나타났으며, 다음으로 수학능력의 측정이 과학유능감을 설명하는 추가적 예측변인으로 밝혀졌다. 이어서 지각운동능력의 하위요인인 시간지각과 공간지각이 과학유능감을 설명하는 예측변인으로 밝혀졌다.

초등체육에서 기초 운동기능의 중요성과 과제

김만의(Kim, Man-Eui) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.24

본 연구는 운동 발달단계에서 기초 운동기능의 중요성을 고찰하고, 이를 체육교육의 ‘기초학력’으로 의미를 부여하고자 하였다. 나아가 기초 운동기능이 교육과정에 어떻게 반영되었는가를 분석하였다. 이를 토대로 기초 운동기능의 체계적인 지도를 위한 개선방안을 모색하였다. 분석 결과에 따른 제안은 첫째, 체육교과의 제1 목표를 운동능력 발달로 제시함으로써 체육교육의 정체성을 명확하게 할 필요가 있다. 둘째, 기초 운동기능을 체육교과 내용의 기본이며, 동시에 지속성을 가능하게 하는 ‘기초학력’으로 바라보는 인식의 전환이 필요하다. 셋째, 체육교육의 연계성을 고려하여 1-2학년에서 체육교과가 부활되어야 한다. 넷째, 기초 운동기능 교육 프로그램의 개발과 보급이 필요하다. 다섯째, 운동기능의 발달에 대한 기초지식과 수행 및 지도 능력을 함양할 수 있는 현직교사 연수를 강화해야 한다. 마지막으로, 모든 교육의 시작은 가정이므로 가정의 체육문화 형성을 위한 지도가 필요하다. This study examined the importance of fundamental motor skills in the stage of motor development, and attempted to give them meaning as the basic academic ability of physical education. Furthermore, it critically analyzed how basic motor skills were reflected in the curriculum. Based on this, an improvement plan was sought for systematic guidance of fundamental motor skills in physical education. Suggestions based on the analysis results are as follows: First, it is necessary to clarify the first goal of the physical education subject. In other words, it is necessary to clearly present the development of motor ability as the most important goal of physical education. Second, it is necessary to change the perception of fundamental motor skills as basic academic ability. Fundamental motor skills are the basics of the contents of physical education curriculum, and at the same time, it can be said that it is the basic academic ability to continue physical activity. Third, the physical education subject for the first and second graders must be revived. It should be made as an independent subject in consideration of the connection of education, preventing the break in the basic academic ability(fundamental motor skills) that must be acquired in the physical education subject. Fourth, it is necessary to develop and disseminate programs for instruction of basic motor skills. Fifth, it is necessary to improve the quality of teachers for guiding motor development. In particular, in-service training that can cultivate basic knowledge, performance ability and instructional ability about the development of motor skills should be strengthened. Lastly, guidance is needed to form a home sports culture. The starting point of any education is home. It can be said that physical education also begins on a home basis.

신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과 비교

정진화,민가혜 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.19

Objectives The purpose of this study was to compare the effects between physical play and block play on young children’s motor ability, cognitive ability, sociality, and spatial ability. Methods Thirty young children were included in this study as the subjects, and their average age was 57.76 (SD=3.31) months. Experimental group1 and experimental group2 were selected randomly. Experimental group1 was applied in physical play and Experimental group2 was applied in block play for 4weeks. ‘Motor Proficiency Test for Young Children,’ ‘K-WIPPSI-Ⅳ’, ‘The Bronson Social and Task Skill Profile’, ‘Children’s mathematical ability test(spatial ability)’ were used in collection of data, and t-test for analyzing them. Results As the results, the scores of the physical play group's motor activity and sociality were significantly higher than the scores of the block play group. On the other hand, there was no significant difference between the two groups in overall cognitive ability, but it was found that the physical play group significantly improved than the block play group in verbal comprehension, fluid reasoning, and working memory, which are sub-area of cognitive ability. There was no significant difference between the two groups in the overall spatial ability, but it was found that the block play group significantly improved than the physical play group in the figure comprehension, a sub-area of the spatial ability. Conclusions The results of this study showed that physical play was more effective than block play in enhancing motor ability, sociality, and cognitive ability. It was found that block play enhances children's spatial ability more effectively than physical play. This reveals that children's physical play and building play were positive for children's development, and suggests that there is more effective play in a specific developmental area. 목적 본 연구의 목적은 신체놀이와 쌓기놀이가 유아의 운동능력, 인지능력, 사회성, 공간능력에 미치는 효과를 비교 분석하는데 있다. 방법 본 연구대상은 만 4세 반에 재원중인 유아 총 30명이었으며 평균월령은 57.76개월(SD=3.31)이었다. 실험집단1과 실험집단2를 무선으로 선정한 후 실험집단1에는 신체놀이를 실험집단2에는 쌓기놀이를 4주간 처치하였다. ‘운동능력척도(MPTYC)’, ‘K-WIPPSI-Ⅳ’, ‘Bronson의 사회과업 기술척도’, ‘유아그림수학능력 검사(공간능력)’ 검사 도구로 자료를 수집하였다. 수집된 자료는 t-검증으로 효과를 분석하였다. 결과 신체놀이 집단이 쌓기놀이 집단보다 운동능력, 사회성에서 유의미하게 증진된 것으로 밝혀졌다. 한편, 전체 인지능력에서 두집단 간의 유의미한 차이는 없는 것으로 나타났으나, 인지능력의 하위영역인 언어이해, 유동추론, 작업기억에서 신체놀이 집단이쌓기놀이 집단보다 유의미하게 증진된 것으로 나타났다. 전체 공간능력에서 두 집단 간의 유의미한 차이는 없는 것으로 나타났으나공간능력의 하위영역인 도형에서 쌓기놀이 집단이 신체놀이 집단보다 유의미하게 증진된 것으로 나타났다. 결론 본 연구의 결과는 신체놀이가 쌓기놀이보다 운동능력, 사회성, 인지능력을 증진시키는데 더욱 효과적인 것으로 나타났다. 유아의 공간능력은 쌓기놀이가 신체놀이보다 더욱 효과적으로 증진시키는 것으로 나타났다. 이는 유아의 신체놀이와 쌓기놀이가 유아의발달에 긍정적임을 밝히고, 특정 발달영역에 더욱 효과적인 놀이가 있음을 시사한다.

유아의 인지적 놀이행동과 인지능력, 갈등해결능력, 운동능력, 성취동기 간의 관계 분석

정진화 숭실대학교 영재교육연구소 2021 Global Creative Leader Vol.11 No.4

The purpose of this study was to analyze the relationships among children’s cognitive play behavior, cognitive ability, conflict resolution ability, motor ability, and achievement motivation. The subjects of this study were 220 young children whose mean age was 63.42 months. The research data were collected by ‘Social and cognitive play scale’,‘ K-WIPPSI-Ⅳ’, ‘Children's conflict resolution ability test’,‘MPTYC’and‘Achievement motivation test’. Pearson correlation and Step-Wise Multi Regression were used to analyze the data. As a result of the study, it was found that among cognitive plays behavior, functional play behaviors had a positive correlation with achievement motivation, and constructive play behaviors had a positive correlation with conflict resolution ability, and achievement motivation. Dramatic play behaviors had a positive correlation with motor ability, conflict resolution ability, and cognitive ability, and games with rules had a positive correlation with motor ability, conflict resolution ability, and cognitive ability. Secondly, The adventurous spirit and task orientation of achievement motivation were found to be positive predictors affecting functional play among children's cognitive play. Self-responsibility of achievement motivation, task orientation, and conflict resolution were found to be positive predictors affecting constructive play. The processing speed of cognitive ability, movement of motor ability, space and time of the cognitive ability, conflict resolution of conflict resolution ability, and interest and enjoyment of achievement motivation were found to be positive predictors affecting dramatic play. Perseverance and passion of achievement motivation, fluid inference of cognitive ability, and confidence in achievement motivation were found to be predictive variables affecting games with rules. These results reveal that several variables affect cognitive play behavior as well as cognitive development, and the basic data to support and expand play can be used. 본 연구의 목적은 유아의 인지적 놀이행동과 관련 있는 변인(인지능력, 갈등해결능력, 운동능력, 성취동기)들의 관계성을 분석하는 데 있다. 연구대상은 K도 소재 유치원 7곳에 재원 중인 유아 220명을 대상으로 평균 월령은 63.42개월이었다. 유아의 사회ᐧ인지적 놀이 척도, 인지능력검사(K-WIPPSI-Ⅳ), 갈등해결능력검사, 운동능력검사(MPTYC), 성취동기검사를 실시하여 자료를 수집하였다. 수집된 자료는 Pearson 적률 상관계수, 단계적 중다회귀분석을 통해 분석하였다. 연구결과 유아의 인지적 놀이행동 중 기능놀이와 성취동기 간, 구성놀이와 갈등해결능력·성취동기 간, 극화놀이와 운동능력·갈등해결능력·인지능력 간, 규칙 있는 게임과 운동능력·갈등해결능력·인지능력 간 정적 상관관계가 있는 것으로 나타났다. 또한, 유아의 인지적 놀이행동 중 기능놀이는 성취동기의 모험심과 과제지향이 영향을 미치는 예측변인으로 나타났다 구성놀이는 성취동기의 자기책임감, 과제지향, 갈등해결의 갈등해결이 예측변인으로 나타났다. 극화놀이는 인지능력의 처리속도, 운동능력의 이동운동, 인지능력의 시공간, 갈등해결능력의 갈등해결, 성취동기의 흥미즐거움이 영향을 미치며, 규칙 있는 게임은 성취동기의 끈기, 열정, 인지능력의 유동추론, 성취동기의 자신감이 영향을 미치는 것으로 나타났다. 이러한 결과는 인지발달 뿐 아니라 인지적 놀이행동에 영향을 미치는 여러 변인이 있음을 밝혀내고, 놀이를 지원하고 확장하기 위한 기초자료를 활용될 수 있다.

유아의 음악능력과 성취동기, 지적능력 운동능력 간의 관계분석

이승하(Lee, Seungha),이정민(Lee, JeongMin),심재연(Shim, JaeYeon) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.8

본 연구는 유아의 음악능력과 성취동기, 지적능력, 운동능력 간의 관계를 분석하는데 목적이 있다. 연구대상은 K도에 위치한 6개 유치원에 재원중인 유아 222명으로 평균 월령은 61.19개월이었다. ‘음악능력’, ‘성취동기’, ‘지적능력’, ‘운동능력’ 검사도구를 통해 연구자료를 수집하고, 수집된 자료는 기술통계, Pearson의 적률상관관계, 단계적중다회귀분석을 통해 분석하였다. 연구결과 첫째, 유아의 음악능력과 성취동기, 지적능력, 운동능력 간에 유의미한 정적상관이 있는 것으로 나타났다. 둘째, 유아의 음악능력에 대한 성취동기, 지적능력, 운동능력 간의 상대적 영향력을 분석한 결과, 유아의 성취동기, 운동능력 보다는 지적능력이 유아의 음악능력을 예측하는 강력한 정적 예측 변인으로 나타났다. 셋째, 유아의 음악능력과 성취동기, 지적능력, 운동능력 하위요인 간의 상대적 영향력을 분석한 결과, 지적능력에서 언어이해가 가장 강력한 예측변인으로 나타났으며, 다음으로 지적능력의 하위요인 중 시공간이 예측하는 변인으로 나타났고, 추가적으로 성취동기의 하위요인 중 흥미·즐거움이 유아의 음악능력을 예측하는 변인으로 밝혀졌다. The purpose of this study was to analyze the relationship among young children s musical ability, achievement motivation, intellectual ability and motor ability. The subjects used in this study were 222 young children whose mean age was 61.19 months. The study used Kid s Music Aptitude Test: Kid s MAT , Children s achievement ability test , K-WPPSI-IV , Motor Proficiency Test for Young children in collection of data. From the collected data, the mean and the standard deviation were calculated. The collected data were analyzed with Pearson s correlation and stepwise multiple regression analysis. As a result, there were significantly positive correlation among children s musical ability, achievement motivation, intellectual ability and motor ability. Children s intellectual ability was an effective variable to positively predict musical ability. In the subscale, Verbal comprehension , which is subfactor of intellectual ability, and Visual-Spatial which is subfactor of intellectual ability, was the next predictor. Additionally, interest·enjoyment , which is subfactor of achievement motivation, was found to be a positive predictable variable affecting musical ability of young children.