Association Between Young Children’s Temperament and Language Development: The Mediating Role of Peer Interactions

다국어 초록 (Multilingual Abstract)

The purpose of this research was to study the role of peer interactions on the children’s temperament and language development. Participants of this research were 1,582 three-year old children and their mothers. The data was from the Panel Study on Korean Children completed between 2008 and 2011 by the Korea Institute of Child Care and Education (KICCE). To assess the mediation model effect on interactions with peers, pathway analysis and mediation effect analysis were conducted. The results of this research are as follows: First, there is no correlation between children’s temperament and language development. Second, of the children’s temperaments, sociality had a significant but weak relationship on effects of peer interaction. Third, peer interaction had a significant but weak relationship with children’s language development. Lastly, peer interactions had mediating effect on children’s temperament and language development.

참고문헌 (Reference)

1 Coplan, R. J., "The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers" 14 (14): 537-553, 1999

2 Noel, M., "The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers" 35 (35): 823-843, 2008

3 Fantuzzo, J., "The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children" 94 (94): 79-87, 2002

4 Hartup, W. W., "The company they keep : Friendships and their developmental significance" 67 (67): 1-13, 1996

5 Dixon, W. E. Jr., "Temperamental predictors of linguistic style during multiword acquisition" 20 (20): 99-103, 1997

6 Gunnar, M. R., "Temperament, social competence, and adrenocortical activity in preschoolers" 31 (31): 65-85, 1997

7 Emde, R. N., "Temperament, emotion, and cognition at fourteen months : The MacArthur longitudinal twin study" 63 (63): 1437-1455, 1992

8 Rowe, D. C., "Temperament in early childhood" 41 (41): 150-156, 1977

9 Matheny, A. P. Jr., "Temperament in childhood" Wiley 263-282, 1989

10 Rothbart, M. K., "Temperament in childhood" John Wiley and Sons 59-73, 1989

11 Buss, A., "Temperament : Early developing personality traits" Erlbaum 1984

12 MacCallum, R. D., "Structural equation modeling: Concepts, issues, and application" Sage Publication 16-29, 1995

13 Isabelli, C. L., "Sociocultural theory and second language learning" 25 (25): 311-314, 2015

14 Denham, S. A., "Social-emotional competence as support for school readiness: What is it and how do we assess it?" 17 (17): 57-89, 2006

15 Mashburn, A. J., "Social relationships and school readiness" 17 (17): 151-176, 2006

16 Kim, Y. T., "Receptive and Expressive Vocabulary Test(REVT)" Seoul Community Rehabilitation Center 2009

17 Coolahan, K., "Preschool peer interactions and readiness to learn : Relationships between classroom peer play and learning behaviors and conduct" 92 (92): 458-465, 2000

18 Lemelin, J-P., "Predicting preschool cognitive development from infant temperament, maternal sensitivity, and psychosocial risk" 52 (52): 779-804, 2006

19 Vygotsky, L. S., "Play: Its role in development and evolution" Basic Books 537-554, 1976

20 Piaget, J., "Play, dreams, and imitation in childhood" Norton 1962

21 Parker, J. G., "Peer relations and later personal adjustment: Are lowaccepted children at risk?" 102 (102): 357-389, 1987

22 Ladd, G. W., "Peer rejection in childhood" Cambridge University Press 90-115, 1990

23 Zimmerman, D. J., "Peer effects in academic outcomes : Evidence from a natural experiment" 85 (85): 9-23, 2003

24 Muthén, L. K., "Mplus user’s guide" Muthén & Muthén 2001

25 Muthén, L. K., "Mplus user’s guide" Muthén & Muthén 1998

26 Kemple, K. M., "Let’s be friends : Peer competence and social inclusion in early childhood programs" Teachers College Press 2004

27 Wood, M., "Improving student engagement - Changing classroom discourse using teacher restorative professional development" 7 (7): 223-239, 2016

28 Erikson, E. H., "Identity : Youth and crisis" Norton 1968

29 Rothbart, M. K., "Handbook of child psychology: Vol. 3. Social, emotional and personality development" Wiley 59-73, 1998

30 Hartup, W. W., "Handbook of child psychology Vol. 4" Wiley 103-106, 1983

31 Kagan, J., "Encyclopedia on Early child development" Centre of excellence for early child development

32 Hartup, W. W., "Early peer relations : Developmental significance and prognostic implication" 5 (5): 1-7, 1991

33 Hanushek, E. A., "Does peer ability affect student achievement?" 18 (18): 527-544, 2003

34 Copple, C., "Developmentally appropriate practice in early childhood programs serving children from birth through age 8" National Association for the Education of Young Children 2009

35 Fantuzzo, J., "Contextuallyrelevant validation of peer play constructs with African American head start children : Penn interactive peer play scale" 13 (13): 411-431, 1998

36 Russell, A., "Children's sociable and aggressive behaviour with peers : A comparison of the US and Australia, and contribution of temperament and parenting styles" 27 (27): 74-86, 2003