어머니, 아버지 공동양육 및 가족상호작용이 유아 학습준비도에 미치는 영향 = The Impact of Maternal and Paternal Coparenting and Family Interaction on Young Children’s School Readiness

다국어 초록 (Multilingual Abstract)

This study aimed to examine the effects of mothers’ and fathers’ coparenting and family interaction on young children's school readiness. For this purpose, data from the 7th wave (2014) of the Korean Children Panel conducted by the Korea Institute of Child Care and Education were analyzed. A total of 1,066 parents with children averaging 71 months of age participated in the study. Correlation analysis and multiple regression analysis were performed.
The results revealed the following: First, both mothers’ and fathers’ coparenting and family interaction showed significant correlations with children’s overall school readiness and its subdomains. Second, in predicting children’s school readiness, mothers’ coparenting and fathers’ family cohesion emerged as key predictors, indicating differing influences by parent. Third, in the analysis of relative influence, mothers’ coparenting significantly predicted overall school readiness, social-emotional development, and learning attitudes, while mothers’ family cohesion and fathers’ coparenting conflict were identified as significant predictors of cognitive development and knowledge.
These findings suggest the need for differentiated intervention programs that consider the distinct influences of mothers and fathers, and provide practical implications for enhancing coparenting and family interaction to support children’s school readiness.