한국 단일문화 및 다문화 아동의 정서행동 특성에 대한 부모 및 교사의 보고와 언어능력의 관계 = The Relationship between Emotional Behavior Characteristics Reported by Parents and Teachers and Language of Korean Mono-cultural and Culturally Diverse Children

국문 초록 (Abstract)

배경 및 목적: 본 연구에서는 다문화 및 또래 일반아동의 정서행동 특성에 대한 부모와 교사의 보고가 일치하는지, 다문화 및 단일문화 아동 집단에서 부모와 교사의 보고 중 어떤 정서행동 특성이 언어능력을 잘 설명하는지, 궁극적으로는 다문화 일반 아동 집단의 잔존하는 언어능력을 설명해주는 보호요인으로 정서행동 특성 중 강점(사회지향행동)이 언어능력을 유의하게 설명하는지 확인해보고자 하였다. 방법: 본 연구의 참여아동은 만 4-6세의 한국 단일문화 아동 18명과 다문화 아동 32명, 총 50명의 아동과 그들의 부모, 교사를 대상으로 하였다. 정서행동 특성은 한국어판 강점 난점 설문지를 사용하여 강점인 사회지향행동, 난점인 과잉행동, 정서증상, 행동문제, 또래문제를 측정하였다. 결과: 다문화 언어발달지연 아동의 경우 교사보다 부모가 아동의 난점을 더 높게 인식한 것을 제외하고, 각 집단 아동의 정서행동 특성에 대한 부모-교사의 보고는 일치하였다. 한국 단일문화 아동 집단은 교사의 또래문제 보고가 표현언어를 유의하게 설명해준 반면, 다문화 아동 집단은 부모의 과잉행동 보고가 수용언어를 유의하게 설명하여 차이를 보였다. 다문화 일반 아동 집단의 경우 부모의 사회지향행동 보고가 수용언어를 유의하게 설명하였다. 논의 및 결론: 다문화 아동 집단은 부모의 보고가 수용언어능력을 유의하게 설명하여 다문화 아동 집단에게서 부모보고의 중요성이 더욱 강조된다. 특히, 다문화 아동 중 정상적 언어발달을 경험하는 집단의 경우 부모가 보고한 아동의 사회지향행동의 발현이 언어능력에 유의한 기여할 수 있음을 확인하였다.

다국어 초록 (Multilingual Abstract)

Objectives: The purpose of this study was to investigate whether parents and teachers’ reports on emotional behavior characteristics of Korean mono-cultural and culturally diverse children are consistent. We tried to identify whether the strength (prosocial behavior) of emotional behavior characteristics significantly explains their language ability as a protective factor explaining the language ability of culturally diverse-typically developing children (D-TD). Methods: Participants were 18 Korean mono-cultural children (TD 11, LD 7) and 32 culturally diverse children (TD 16, LD 16) aged 4 to 6 years old, and their parents and teachers. Emotional behavior characteristics were measured using the Korean version of the Strength Difficulties Questionnaire (SDQ-Kr), which included the strength of pro-social behavior, and difficulties of hyperactivity, emotional symptoms, behavioral problems, and peer problems. Results: Parent-teacher reports on the emotional behavior of each group of children were consistent, with the exception that parents perceived their children’s difficulties higher than teachers in culturally diverse-language delay (D-LD) children. In the Korean mono-cultural children group, the teachers’ peer problem report explained the expressive language significantly; whereas in the culturally diverse children group, the parent’s hyperactivity report significantly explained the receptive language. In D-TD group, parent’s report of prosocial behavior explained receptive language significantly. Conclusion: The importance of parent reports was more significant in culturally diverse children as the parent’s report significantly explained the receptive language. In particular, in the case of D-TD group who had normal language ability, it was confirmed that children’s prosocial behavior reported by parents could contribute significantly to language ability.

목차 (Table of Contents)

• 연구방법 연구결과 논의 및 결론 REFERENCES

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