어머니 역할지능이 유아의 또래 유능성에 미치는 영향

Abstract

국문요약

어머니 역할지능이 유아의 또래 유능성에 미치는 영향

본 연구에서는 어머니의 인지적 측면과 관련된 어머니 역할지능이 유아의 또래 유능성에 미치는 영향에 대하여, 유아의 또래놀이 상호작용과 또래 수용도에 미치는 영향 두 가지 차원으로 살펴보았다. 연구 대상은 서울과 경기도에 위치한 어린이집과 유치원 6곳에 다니는 만 5세 유아 197명과 그들의 어머니 였다. 먼저 교사 평정의 유아의 또래 놀이 상호작용을 측정하기 위하여, 최혜영과 신혜영이 2008년 국내 유아를 대상으로 척도의 요인분석과 신뢰도, 타당도를 검증한 또래놀이 상호작용 척도(Penn Interactive Peer Play Scale: PIPPS)를 사용하였다. PIPPS는 Fanttuzzo, Coolahan, Mendez, McDermott과 Sutton-Smith (1995)가 제작하고 1998년에 보완된 척도이다. 또래평가에 기초하여 또래 수용도를 측정하기 위해 또래 평정척도(Asher, Singleton, Tinsley, & Hymel, 1979)를 사용하였다. 다음으로 어머니 역할지능을 측정하기 위하여, 현미숙(2004)의 부모역할 지능 검사도구(Parental Intelligence Scales: PIS)를 사용하였다. 자료를 분석하기 위하여 각 변인에 대한 기술적 통계치와 연구에 사용된 측정도구의 신뢰도를 알아보기 위해 Cronbach‘s α계수를 산출하였다. 다음으로 독립변인과 종속변인간의 관계를 알아보기 위하여 Pearson의 적률상관계수를 산출하였으며, 어머니 역할지능이 유아의 또래 유능성에 영향을 주는지 알아보기 위하여 상관분석의 결과를 바탕으로 중다 및 위계적 회귀분석을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 어머니 역할지능이 또래놀이 상호작용에 미치는 영향을 알아본 결과 어머니의 통제역할 지능, 수용역할 지능, 격려역할 지능이 높을수록 유아의 놀이방해 행동이 감소하였으며, 거부역할 지능이 높을수록 놀이방해 행동이 증가하는 것으로 나타났다. 놀이단절은 어머니의 통제역할 지능, 합리적 권위역할 지능이 높을수록 감소하였으며, 마지막으로 놀이상호작용은 어머니의 격려역할 지능, 증진역할 지능, 합리적 권위역할 지능, 수용역할 지능이 높을수록 증가하였고, 거부역할 지능이 높을수록 감소하는 것으로 나타났다. 둘째, 어머니 역할지능이 또래 수용도에 미치는 영향을 알아본 결과 어머니의 공감역할 지능, 격려역할 지능, 합리적 권위역할 지능, 증진역할 지능이 높을수록 유아의 또래 수용도가 높아졌으며, 어머니의 거부역할 지능이 높을수록 유아는 또래에게 낮은 점수를 받아 또래에게 수용되지 않는 것으로 나타났다.

이상의 결과를 토대로 어머니 역할지능은 유아의 또래 유능성에 영향을 준다는 사실을 알 수 있다. 이에 어머니 역할지능은 어머니의 인지적 측면의 영향을 받으므로, 바람직한 어머니 역할의 이행을 위해서는 어머니역할지능 강화를 위한 프로그램 개발, 보급에 노력해야 할 것이며 부모들이 자발적으로 이러한 프로그램에 참여할 수 있도록 해야 할 것이다.

| ABSTRACT

The study on the effects of Mother's Parental Intelligence on children's Peer Competence

Bae, Jo Kyong Dept. of Early Childhood Education The Graduate School of Education Hanyang University

The purpose of this study is to investigate the effects of mothers’ parental intelligence related to maternal cognitive aspects upon their children’s peer competence. The participants were a total of 197 five-year-old children attending six different kindergartens and child-care centers in Seoul and Gyeonggi province as well as their mothers. As an assessment method for children’s peer play interaction, the adapted teacher version of PIPPS (Penn Interactive Peer Play Scale) was utilized. For this adapted version of the rating system, Hye Young Choi and Hae Young Shin (2008) have verified its factor analysis, reliability, and validity through tests on domestic young children. The Peer Rating (Asher, Sigleton, Tinsley, & Hymel, 1979) was applied to determine children’s peer acceptance levels. In order to examine the levels of mothers’ parental intelligence, PIS (Parental Intelligence Scale) as a self-report measure developed by Hyun Mi-Sook (2004) was used. The results of the present study were as follows: First, as a results of examining the effects of mothers’ parental intelligence on the peer play interaction, the higher scores in parental intelligence for the control, acceptance, and encouragement roles the mothers showed, the less the children’s disruptive behaviors were exhibited during the peer play. In contrast, such those behaviors tended to increase when children perceived the higher parental intelligence level of the rejection role from their mothers. Moreover, mothers’ parental intelligence scores for the control, rational authoritativeness roles were negatively related to levels of disconnected behaviors during the peer play. Furthermore, the level of children’s interactive peer play increased as their mothers showed higher parental intelligence levels in encouragement, enhancement, rational authoritativeness, and acceptance roles whereas those levels turned out to be reduced when their mothers’ parental intelligence score for the rejection role rose. Second, research findings from this study revealed that children whose mothers provided higher levels of parental intelligence in empathy, encouragement, rational authoritativeness and enhancement roles were rated as displaying higher levels of children’s peer acceptance. On the other hand, children whose mothers expressed higher parental intelligence level of the rejection role tended to have lower levels of peer acceptance. In conclusion, it has been proved that mothers’ parental intelligence had an impact on their children’s peer competence. Since mothers’ parental intelligence were influenced by their cognitive aspects, it is necessary for mothers themselves to involve voluntarily in parenting classes and train themselves through various parenting programs in order to fulfill the ideal mother roles.; ABSTRACT

The study on the effects of Mother's Parental Intelligence on children's Peer Competence

Bae, Jo Kyong Dept. of Early Childhood Education The Graduate School of Education Hanyang University

The purpose of this study is to investigate the effects of mothers’ parental intelligence related to maternal cognitive aspects upon their children’s peer competence. The participants were a total of 197 five-year-old children attending six different kindergartens and child-care centers in Seoul and Gyeonggi province as well as their mothers. As an assessment method for children’s peer play interaction, the adapted teacher version of PIPPS (Penn Interactive Peer Play Scale) was utilized. For this adapted version of the rating system, Hye Young Choi and Hae Young Shin (2008) have verified its factor analysis, reliability, and validity through tests on domestic young children. The Peer Rating (Asher, Sigleton, Tinsley, & Hymel, 1979) was applied to determine children’s peer acceptance levels. In order to examine the levels of mothers’ parental intelligence, PIS (Parental Intelligence Scale) as a self-report measure developed by Hyun Mi-Sook (2004) was used. The results of the present study were as follows: First, as a results of examining the effects of mothers’ parental intelligence on the peer play interaction, the higher scores in parental intelligence for the control, acceptance, and encouragement roles the mothers showed, the less the children’s disruptive behaviors were exhibited during the peer play. In contrast, such those behaviors tended to increase when children perceived the higher parental intelligence level of the rejection role from their mothers. Moreover, mothers’ parental intelligence scores for the control, rational authoritativeness roles were negatively related to levels of disconnected behaviors during the peer play. Furthermore, the level of children’s interactive peer play increased as their mothers showed higher parental intelligence levels in encouragement, enhancement, rational authoritativeness, and acceptance roles whereas those levels turned out to be reduced when their mothers’ parental intelligence score for the rejection role rose. Second, research findings from this study revealed that children whose mothers provided higher levels of parental intelligence in empathy, encouragement, rational authoritativeness and enhancement roles were rated as displaying higher levels of children’s peer acceptance. On the other hand, children whose mothers expressed higher parental intelligence level of the rejection role tended to have lower levels of peer acceptance. In conclusion, it has been proved that mothers’ parental intelligence had an impact on their children’s peer competence. Since mothers’ parental intelligence were influenced by their cognitive aspects, it is necessary for mothers themselves to involve voluntarily in parenting classes and train themselves through various parenting programs in order to fulfill the ideal mother roles.