어린이집 유아의 친구관계 지각에 관한 연구
A Study of Young Children's Perception of Friend Relationship in Day-Care Center
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This study is to investigate 22 four-year old children from a classroom. IPA(Interpretative Phenomenology Analysis) was used in order to explore young children's everyday perception of friend relationships. Children were given a semi-structured interview. Young children perceived affective mates and play mates differently. They also perceived the dynamic process of friendship changes. They continue to make new friends as well as keeping familiar friends. The children experienced multiple conflicts by making multiple friend relationships. They also perceived that empathy and sympathy are good elements of making friendships. These results indicate that the dyadic theory of friend relationship must be reconsidered. It also indicates that young children's friendships are influenced by the context of day care as well as continuity of care. Therefore, teachers and parents must try to give continuous care to young children’s friendships in early childhood. In addition, teachers must intervene in young children who have difficulty of making friends due to the unfamiliarity of peers in day-care centers.
Abstract
This study is to investigate 22 four-year old children from a classroom. IPA(Interpretative Phenomenology Analysis) was used in order to explore young children's everyday perception of friend relationships. Children were given a semi-structured interview. Young children perceived affective mates and play mates differently. They also perceived the dynamic process of friendship changes. They continue to make new friends as well as keeping familiar friends. The children experienced multiple conflicts by making multiple friend relationships. They also perceived that empathy and sympathy are good elements of making friendships. These results indicate that the dyadic theory of friend relationship must be reconsidered. It also indicates that young children's friendships are influenced by the context of day care as well as continuity of care. Therefore, teachers and parents must try to give continuous care to young children’s friendships in early childhood. In addition, teachers must intervene in young children who have difficulty of making friends due to the unfamiliarity of peers in day-care centers.
참고문헌 (53)
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