초록 열기/닫기 버튼
본 연구는 5세 때 가정환경자극, 6세 때 인지 및 언어발달, 또래상호작용과 7세 때 학교준비도간의 시간적 인과관계를 규명하고, 가정환경자극이 인지 및 언어발달, 또래상호작용을 통해 학교준비도에 미치는 영향을 분석하고자 하였다. 이들 변수들 간의 관계를 분석하기 위해 본 연구는한국아동패널의 5차년도(2012), 6차년도(2013), 7차년도(2014) 데이터 중, 1,671명 유아의 어머니와 담임교사가 답한 자료를 사용하였다. 분석자료에서, 5세 때 가정환경자극에서는 부모의 교육수준과 소득수준을 통제하였고, 7세 때 학교준비도에서는 유아의 성별과 월령을 통제한 후 주요 변인 간의 관계를 구조방정식모형 분석을 통해 검증하였다. 그 결과, 첫째, 5세 때 가정환경자극의수용성은 6세 때 또래상호작용, 5세 때 가정환경자극의 학습자료는 6세 때 언어발달, 5세 때 가정환경자극의 언어자극은 6세 때 인지 및 언어발달 등에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 5세 때 가정환경자극의 다양성은 7세 때의 학교준비도에 직접적으로 긍정적인 영향을 미치는 것으로 나타났다. 셋째, 5세 때 가정환경자극의 수용성은 6세 때 또래상호작용을 통해, 5세 때가정환경자극의 학습자료는 6세 때의 언어발달을 통해, 5세 때 가정환경자극의 언어자극은 6세때 인지 및 언어발달을 통해 7세 때 학교준비도에 긍정적인 영향을 미치는 것으로 나타났다.
This study aimed to investigate the temporal causal relationship between home environment at the age of 5, cognitive and language development of infants at 6 years of age, and peer interaction, and school readiness at 7 years of age. To analyze structural relationship between these variables over time, the parent's education level and income level were controlled in the home environment at the age of 5, and the gender and age of the child were controlled in the school readiness at the age of 7 years. To this end, this study analyzed answers by mothers and homeroom teachers of 1,671 infants among the data from the 5th year (2012), 6th year (2013), and 7th year (2014) of the Panel Study on Korean Children, using a structural equation modeling. The results were as follows. First, the acceptability of the home environment at the age of 5 affects peer interaction at the age of 6, the learning materials of the home environment at the age of 5 are related to language development at the age of 6, and the language stimulus of the home environment at the age of 5 is related to the cognitive and language development at the age of 6. Second, the receptivity of the home environment at the age of 5 had a direct positive effect on school readiness through peer interaction at the age of 6, the learning materials of the home environment at the age of 5 through language development at the age of 6, and the language stimulus of the home environment at the age of 5 through the cognitive and language development at the age of 6. Third, it was found that the diversity of the home environment at the age of 5 had a direct positive effect on the school readiness at the age of 7.
키워드열기/닫기 버튼
home-environment, cognitive development and language development, peer interaction, school readiness
