본 연구는 유아의 인적변인 특성과 유아교육기관유형에 따른 교사, 또래관계 및 다중지능특성을 조사 분석하는데 그 목적이 있다. 연구대상은 K시에 있는 유치원과 어린이집에 재원중인 6세 유아 466명이었다. 연구결과, 남녀아간에 유아­교사관계, 또래관계, 다중지능 특성은 유의한 차이가 있는 것으로 밝혀졌다. 또한 유아의 형제관계 변인에서도 유아­또래관계, 다중지능에서 유의한 차이가 있었으며, 가정형편 변인에 따라서도 유아­교사, 유아­또래, 다중지능에서 유의한 차이가 있는 것으로 나타났다. 아버지의 교육수준에 따라서는 유아­교사관계와 다중지능에서 유의한 차이가 있었으며, 어머니의 교육수준 변인에서는 유아의 다중지능 검사 점수에서만 유의한 차이가 있는 것으로 밝혀졌다. 유아교육기관 유형 변인에서는 유아­또래관계와 다중지능 점수에서 유의한 차이가 있는 것으로 나타났다.

This study investigated the differences among groups in peer-relationship, teacher-relationship and Multiple Intelligences(MI). The subjects were 466, 6～year old boys and girls enrolled in the kindergartens and the nursery schoosl in K city. PIPPS, STRS and KC-MIDAS were used in collection of the data. T-test, one-way ANOVA and a Sheffe post-hoc test were used to analyze data. There were significant differences in child-teacher relationship, peer-relationship and MI between boys and girls. While, there were significant differences in peer-relationship and MI among the groups of young children′s sibling. Also, there were significant differences in child-teacher relationship, peer relationship and MI among the groups of parents′socio-economic background. There were significant differences in child-teacher relationship and MI among the groups of father′s educational level. And there were significant differences in MI among the groups of mother′s educational level. It showed significant differences in peer-relationship and MI between the groups of the kindergarten and the nursery school in K city.

This study investigated the differences among groups in peer-relationship, teacher-relationship and Multiple Intelligences(MI). The subjects were 466, 6～year old boys and girls enrolled in the kindergartens and the nursery schoosl in K city. PIPPS, STRS and KC-MIDAS were used in collection of the data. T-test, one-way ANOVA and a Sheffe post-hoc test were used to analyze data. There were significant differences in child-teacher relationship, peer-relationship and MI between boys and girls. While, there were significant differences in peer-relationship and MI among the groups of young children′s sibling. Also, there were significant differences in child-teacher relationship, peer relationship and MI among the groups of parents′socio-economic background. There were significant differences in child-teacher relationship and MI among the groups of father′s educational level. And there were significant differences in MI among the groups of mother′s educational level. It showed significant differences in peer-relationship and MI between the groups of the kindergarten and the nursery school in K city.