어머니의 사회성 지도와 유아의 사회적 유능감의 관계

문은식,차옥순 한국생태유아교육학회 2009 생태유아교육연구 Vol.8 No.1

The purpose of this study was to investigate the relationship between mothers' guidance for sociability and young children's social competence. It examined the differences in mothers' guidance for sociability and young children's social competence as a function of children's gender and age, and whether young children did or did not have siblings. Subjects consisted of 495 2 to 6-year-old children and their parents sampled from 15 kindergartens in Samcheok and Uljin, Korea. A Mother's Guidance for Sociability Scale and a Young Children's Social Competence Scale were used for this study. The statistical methods employed for data analysis were correlation analysis, t-test, and one-way ANOVA. The results of the study were as follows: First, the mother's guidance for sociability was not significantly dependent either on her young children's gender or whether her children had siblings. However, advice/support and monitoring in the sub-factor of the mother's guidance for sociability was significantly different across young children's ages. Second, young children's social competence was significantly different as a function of their gender and age, but was not significantly different as a function of being with or without siblings. Finally, there was statistically significant correlation between the advice/support sub-factor of the mother's guidance for sociability and her young children's peer social skills and understanding of social norms. Also, there was significant correlation between mother's monitoring for sociability and young children's peer social skills, understanding of social norms, and the total score of the mother's guidance for sociability. These findings contribute to our understanding of mothers' guidance for sociability and its role in the social development and adaptation of young children. 본 연구는 어머니의 사회성 지도와 유아의 사회적 유능감의 관계가 어떠한가를 규명하고, 아울러 이 두 변인은 유아의 성별, 외동아.형제아, 그리고 연령에 따라 어떠한 차이가 있는가를 알아보고자 수행되었다. 2~6세 유아 495명(남 242명, 여 253명)을 대상으로 어머니에게는 사회성 지도 검사를 실시하고, 유아교사에게는 담당 유아들의 사회적 유능감을 평정하게 하여 자료를 수집하였다. 주요한 연구결과는 다음과 같다. 첫째, 어머니의 사회성 지도는 유아의 성별 및 외동아.형제아에 따라 유의한 차이가 없는 것으로 나타났으나, 연령의 경우에는 하위 요인(조언/지지, 감독)에서 유의한 차이가 나타났다. 둘째, 유아의 사회적 유능감 총점은 성별과 연령에 따라 유의한 차이가 있는 것으로 나타났으나, 외동아와 형제아 간에는 유의한 차이가 없는 것으로 나타났다. 셋째, 어머니의 조언/지지는 유아의 또래관계기술, 사회적 규범 이해와 유의한 상관이 있으며, 어머니의 감독은 유아의 또래관계기술, 사회적 규범이해, 사회적 유능감 총점과 유의한 상관이 있는 것으로 나타났다.

방과 후 체육활동참가 중학생의 참가동기와 스포츠태도가 사회성발달에 미치는 영향

이승희(SeungHeeLee) 한국체육학회 2010 한국체육학회지 Vol.49 No.6

The purpose of this study is to examine the effects of participation motivation and attitudes toward sports on development of sociability among middle schoolers participating in after-school sports activities in order to provide basic materials for promoting their development of sociability and establishing sports activities as a part of recreational activities. one-way ANOVA and multiple regression analysis are used to analyze the study with the subjects of 568 middle school students participating in after-school sports activities, and the results are as follows; First, there are significant differences in development of sociability among middle schoolers depending on individual characteristics. Second, there are significant differences in development of sociability depending on participation experiences. Third, participation motivation affects development of sociability. Health/physical strength and fun of participation motivation affect all the sub-variables of development of sociability. Fourth, attitudes toward sports affects development of sociability. Both social attitude and individual attitude of attitudes toward sports affect all the sub-variables of development of sociability. Consequently, realizing that high level of participation motivation and attitudes toward sports do exert influence on development of sociability, educators and school authorities should figure out the educational value of sports and make greater dutiful efforts to help young adolescents lead a healthy social life in the future.

아동의 사회성 잠재프로파일에 따른 사이버폭력 감수성의 차이

성정혜(Jung-Hye Sung),허무녕(Moo-Nyung Heo) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.14

목적 본 연구는 아동의 사회성에 따른 잠재프로파일을 분류하여 예측요인으로서 아버지의 신경증과 정서조절곤란의 영향력을 살펴보고 잠재프로파일 별 사이버폭력 감수성의 차이를 파악하는 것을 목적으로 한다. 방법 이를 위하여 연구대상으로 한국아동패널(PSKC)의 13차년도 조사에 참여한 아동과 아버지 각각 591명의 자료를 활용하였으며, Mplus 8.7과 SPSS 23.0 프로그램을 사용하여 잠재프로파일분석과 다항 로지스틱 회귀분석, 일원배치분산분석을 실시하였다. 결과 연구결과를 살펴보면, 첫째 아동의 사회성에 따른 잠재프로파일은 살펴본 결과 ‘사회성 중수준 집단’과 ‘사회성 하수준 집단’, ‘사회성 상수준 집단’ 등 3개로 분류되었다. 둘째, 아동의 사회성 프로파일 분류에 아버지의 신경증과 정서조절곤란은 유의한 영향을 미치는 것으로 나타났으며, 그 영향력은 잠재집단에 따라 다른 양상을 보이는 것으로 나타났다. 셋째, 사이버폭력 감수성은 아동의 사회성 프로파일에 따라 유의한 차이가 나타났으며, ‘사회성 하수준 집단’이 가장 낮은 점수를 보였고, ‘사회성 중수준 집단’과 ‘사회성 상수준 집단’ 간에는 유의한 차이를 나타내지 않았다. 결론 본 연구는 아동의 사회성을 사람 중심적 접근인 잠재프로파일분석을 통해 분류하여 아동의 사회성을 높여주기 위해 집단별로 상이한 개입이 효과적일 수 있다는 것을 밝혀내었으며, 이를 통해 아동의 사회성 향상을 위한 개입의 초점에 관한 함의점을 제시하였다. Objectives The purpose of this study is to classify the latent profile based on sociability among children in Korea, to explore effects of father’s neuroticism and emotional dysregulation as predictors and to identify the differences in cyber violence susceptibility by these latent profiles. Methods Questionnaire data from the 13th wave of Panel Study on Korean Children(PSKC) were analyzed. The data were analyzed using latent profile analysis(LPA), multinominal logistic regression model, and analysis of variance. Results Major findings were as following. First, as a result of latent profile analysis, the three-profile model that include ‘normal sociability group’, ‘low sociability group’ and ‘high sociability group’ was selected as the final model. Second, the predictors of latent profile were father’s neuroticism and emotional dysregulation. Third, there was significant difference in cyber violence susceptibility by the profiles. ‘low sociability group’ showed the lowest cyber violence susceptibility. Meanwhile, the difference between ‘high sociability group’ and ‘normal sociability group’ was not significant. Conclusions This study classified children's sociability by using LPA, and found that different interventions for each latent profile can be effective to enhance children's sociability. Our findings provide valuable implications to help children to get sociality.

유아기질 및 모애착과 유아 사회성의 관계에서 놀이성의 매개효과

전유진 ( Jhon Youjin ),유미숙 ( Yoo Meesook ) 열린부모교육학회 2020 열린부모교육연구 Vol.12 No.1

This study examined the mediating effect of playfulness on the relationship between child temperament and child sociability, maternal attachment and child sociability. For this study, the data was collected through questionaire method from 404 mothers whose 4-6 years old children attended nine different daycare centers and kindergartens located in Seoul and Gyeonggi Province. Descriptive statistics and correlation analysis was analyzed by SPSS 24.0 and PROCESS macro ver. 3.2 and the verification of mediating effect and bootstrapping was done by PROCESS macro model 4. The result of analysis were as follows: First, the emotional temperament affected child sociability but mediating effect through playfulness wasn’t effective. Second, the activity temperament didn’t affect child sociability directly but it is effective indirectly through playfulness. Third, the social temperament affect child sociability directly and it is effective indirectly through playfulness. Fourth, the maternal attachment affect child sociability directly and it is effective indirectly through playfulness. This study examined the mediating effect of playfulness on the relationship between child activity, social temperament, maternal attachment and child sociability. This result has great significant for identifying influence on important factors for improvement of child sociability.

초등학생의 원예활동에 대한 관심도가 정서지능과 사회성에 미치는 영향

정유미,이정화,정연옥 한국실과교육학회 2014 한국실과교육학회지 Vol.27 No.3

The effects of child’s interest in horticultural activity on emotional intelligence and sociability, this paper conducts a survey of self-administration to 320 elementary school sixth graders living in 5 cities and 5 farming and fishing villages in Gyeongsangnam-do. Regarding the interest in horticultural activity, as students have high interest in plants, or have experience in planting, they show higher averages. Regarding elementary school students’ emotional intelligence, as students have higher interest in plants, they show higher averages in emotional recognition, emotional expression, empathy, emotional regulation, and emotional availability. And students having experience in planting show higher averages in emotional recognition, emotional expression, and empathy; this implies interest in plants and experience in planting will improve their emotional intelligence. Regarding elementary school students’ sociability, as students have higher interest in plants, they show higher averages in responsibility, stability, sociability, law-abiding spirit, and cooperation. And students having experience in planting show higher averages in stability, sociability, emotionality and cooperation; this implies interest in plants and experience in planting will improve their sociability. It has been found that interest in horticultural activity positively affects the improvement of elementary school students’ emotional intelligence and sociability. 이 연구는 원예활동에 대한 관심도가 아동의 정서지능과 사회성에 미치는 영향을 조사 분석하고자 경상남도 5개 도시지역과 5개의 농어촌 지역의 초등학교 6학년 320명을 대상으로 자기기입법 방식의 설문조사를 실시하였다. 원예활동에 대한 관심도는 식물에 대한 관심이 있는 학생 또는 식물재배 경험이 있는 학생일수록 평균값이 높은 것으로 나타났다. 식물에 관심이 있는 학생일수록 정서인식, 정서표현, 정서이입, 정서조절 및 정서활용 영역에서 평균값이 높게 나타났으며, 식물재배 경험이 있는 학생들에서 정서인식, 정서표현 및 정서이입에서 평균값이 높게 나타나 식물에 대한 관심을 가지거나 식물재배 경험을 통하여 정서지능을 함양시킬 수 있을 것으로 생각되었다. 식물에 관심이 있는 학생일수록 책임성, 안정성, 사교성, 준법성 및 협동성에서 평균값이 높게 나타났으며, 식물재배 경험이 있는 학생들에서 안정성, 사교성, 정서성 및 협동성에서 평균값이 높게 나타나 식물에 대한 관심을 가지거나 식물재배 경험을 통하여 사회성 발달을 시킬 수 있을 것으로 생각되었다. 원예활동에 대한 관심도가 초등학생의 정서지능 함양과 사회성 발달에 긍정적인 영향을 미치는 것으로 나타났는데, 정서지능 함양에는 원예활동에 대한 인지적 관심과 심리적 관심이 관여하고 있는 반면에 사회성 발달에는 원예활동에 대한 정의적 관심과 인지적 관심이 관여하고 있음을 알 수 있었다.

보육교사에 의한 아동중심 집단놀이치료가 유아의 사회성에 미치는 영향

전아정,김태은 한국보육지원학회 2018 한국보육지원학회지 Vol.14 No.6

Objective: The purpose of this study was to examine the effect of early childhood teacher-led child-centered group play therapy on young children’s sociability. The changes of sociability in the therapeutic process were also examined. Methods: The subjects of this study were 12 young children who were five years old and attended a child care center in Gangwon-do. Subjects were divided into an experimental group and a control group. The experimental group received 15 early childhood teacher-led child-centered group play therapy sessions twice a week. The sociability scale was used for pre-post tests and the data were analyzed using SPSS 23.0. Every session was video-taped and recorded verbatim. Qualitative data were analyzed to examine changes in sociability. Results: Children who participated in the early childhood teacher-led child-centered group play therapy demonstrated significant improvement in sociability. During the therapy sessions, children's expressions and behaviors associated with sociability gradually increased. Conclusion/Implications: This study supports the use of early childhood teacher-led child-centered group play therapy as an effective intervention strategy for young children to improve their sociability.

가정빈곤 및 주양육자와의 놀이활동이 유아기 사회성 형성에 미치는 영향

이경혜 ( Kyung Hye Lee ),김정일 ( Jeong Il Kim ) 한국정서행동장애학회 2011 정서ㆍ행동장애연구 Vol.27 No.2

This study addressed ways in which household poverty(HP) factors are associated with infant sociability(S) and how these relationships may be mediated by parent-infant interactive play activity(IPA). To better understand the developmental origins of infant sociability, and to identify targets for early preventive interventions, this study examined the effects of parent-infant interactive play activity to decrease the number of economically disadvantaged infant sociability. Data of the Korean Child Youth Panel Survey(KCYPS) were used in this survey of 1,151 families. Household poverty status, parent-infant interactive play activity, sociability for infant were administered when the infants were in 3, 4, 5 years old. Using structure equation modeling analysis the results of this study confirmed that infant with sociability was significantly affected by parent-infant interactive play activity. Parent-infant interactive play activity is a mediator of the link(S) between household poverty and infant sociability. Thus, parent-infant interactive play activity acts to buffer the negative effect of poverty.

어머니의 사회적 양육행동이 유아의 사회성 기질을 매개로 유아의 사회적 기술에 미치는 영향에 대한 종단 연구

송소아,남기원 한국영유아교원교육학회 2017 유아교육학논집 Vol.21 No.5

This study was conducted to identify the longitudinal effect of mothers’ social parenting behavior and children’s sociability on children’s social skills which is an important aspect of life and to analyze the structural relation among them. This study used the data of 2,150 families from the Panel Study on Korean Children and explored the longitudinal changes of mothers’ social parenting behavior and children’s sociability and the effect of these changes on children’s social skills including the mediating effect of children’s sociability. The results of this study are as Follows. First, mothers’ social parenting behavior diminished slightly from children aged 0 to 3 years. And the higher its initial value was, the lower its change rate was. Second, children’s sociability was stable from 2 to 4 years. Third, the high initial value of mothers’ social parenting behavior had a positive influence on both children’s sociability in two year olds and children’s social skill in six year olds. Further, children’s sociability in two year olds had a positive influence on children’s social skill in six year olds. However, the change rate of mothers’ social parenting behavior had no influence on children’s social skills. Fourth, children’s sociability mediates partially the effects of mothers’ social parenting behavior on children’s social skills. These results indicated the longitudinal influence and the importance of mothers’ social parenting behavior in early life. 본 연구는 삶의 질 측면에서 중요한 유아의 사회적 기술에 영향을 미치는 다양한 요인 중어머니의 사회적 양육행동과 유아의 사회성 기질의 종단적인 영향과 구조적 관계를 규명하고자 수행하였다. 이에 본 연구에서는 한국아동패널 2,150가구를 대상으로 어머니의 사회적 양육행동과 유아의 사회성 기질이 시간에 따라 어떠한 변화 궤적을 갖는지 살펴보고 이러한 변화 궤적이 유아의 사회적 기술에 영향을 미치는 구조적 관계와 유아의 사회성 기질의 매개효과에 대해 확인하였다. 연구결과 첫째, 어머니의 사회적 양육행동은 만 0-3세 동안 다소 감소하며 만 0세 때 어머니의 사회적 양육행동의 수준이 높을수록 변화율은 상대적으로 낮은 것으로 나타났다. 둘째, 유아의 사회성 기질은 만 2-4세 동안 안정적으로 유지되는 것으로 나타났다. 셋째, 만 0세 때 어머니의 높은 사회적 양육행동 수준은 만 2세 때 사회성 기질에 긍정적인 영향을 미쳤으며 이후 만 6세 때 사회적 기술에도 긍정적인 영향을 미쳤다. 또한 만 2 세 때 높은 사회성 기질은 자녀가 만 6세일 때의 사회적 기술에 긍정적인 영향을 미쳤다. 반면 어머니의 사회적 양육행동의 변화율은 자녀의 사회적 기술에 영향을 미치지 않았다. 넷째, 유아의 사회성 기질은 생애 초기의 어머니의 사회적 양육행동이 유아의 사회적 기술에 미치는 영향을 부분매개하는 것으로 나타났다. 본 연구의 결과를 통해 생애 초기 어머니의 사회적 양육행동의 종단적인 영향력과 그 중요성을 확인할 수 있었다.

Bridging Social Learning with Technology: The Use of a Social Robot in Preschool Development

Jaehee Chung 한국디자인학회 2025 디자인학연구 Vol.38 No.1

Background : The integration of social robots in early childhood education is increasingly being explored to support social and emotional development in preschoolers. This study investigates the potential of social robots in facilitating play and conversation activities among preschoolers with varying levels of sociability. The objective is to evaluate the effectiveness of social robots for preschoolers with varying levels of sociability and to assess the satisfaction of both children and their parents with these interventions.<BR/>Methods : The study involved 50 preschoolers, aged 4–6 years, classified into high, middle, and low sociability groups based on the Social Communication Questionnaire (SCQ). Children interacted with a social robot, Pibo, for 30 minutes over four days. The interaction data were collected and analyzed. Pediatric psychiatrists and a child development center teacher conducted expert evaluations and parents provided feedback on their children’s experience. Key areas of assessment included the naturalness of interactions, emotional expression, and sociability-related differences in engagement.<BR/>Results : The findings revealed that while most participants perceived the robot as a friendly, engaging companion, challenges remained in recognizing and reciprocating emotions. The analysis indicated no significant differences in satisfaction among children and their parents across sociability groups. Experts highlighted that social robots could be more beneficial for children with low sociability, as they may feel more comfortable interacting with the robot than humans. However, limitations were noted in the robot’s ability to sustain two-way communication and to provide tailored developmental support.<BR/>Conclusions : The study underscores the potential of social robots in early childhood settings, particularly for children who struggle with social interactions. Nevertheless, for broader developmental benefits, improvements are needed in the robot’s emotional recognition capabilities and adaptability to individual children’s needs. The research contributes to understanding human-robot interactions in early childhood education and emphasizes the importance of designing more personalized and emotionally responsive robotic systems.

인문,사회과학편 : 교육적 경쟁을 적용한 경쟁활동 수업이 초등학교 고학년 학생들의 스포츠 사회성에 미치는 영향

백승엽(SeungYupBack),채창목(ChangMokChae) 한국체육학회 2015 한국체육학회지 Vol.54 No.6

This study was began from the concept of educational competition instead of only competition. The purpose of this study was to explore the effect of educational competition activities sociability. Eighty-six (86) sixth grade students from Y Elementary School have participated in the study. Pre and post tests were conducted to compare leadership, activity, courtesy, cooperativity, empathy and sociability. The results of the study were as follows: there was a significant difference between leadership pre and post test but the others did not show a significant difference. However the average participation in leadership, activity, courtesy, cooperativity, empathy, sociability factors were higher than pre to the post. Also it showed the students' sports sociability change through the interviews, etc. In conclusion, if a teacher creates a lesson that seeks the spirit of competition from curriculum, it will help improve student's sociability.