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유아의 사회인구학적 변인과 사회적 기술

Children’s Social Skills by Socio-Demographic Analysis

이기성|유수옥|하승민|박수경
대한아동복지학회 (The Korean Association of Child Welfare)|2015.09|아동복지연구 (Journal of Child Welfare and Development)|제13권 제3호|pp. 117-145

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참고문헌

키워드

socio-demographic variableschildren’s social skills

초록

This study examined children's social skills in view of socio-demographic variables. Data was collected from 1,140 children aged 3 to 5 years old(male: 582; female: 558) who attended daycare centers or kindergartens in North Jeolla Province by means of the preschool and kindergarten behavior scale-2 for teachers. The researchers found that children attending a kindergarten located in a city rather than rural area showed a higher level of social compliance, and that in rural areas, children attending a daycare center showed a higher level of social interaction, social cooperation, and social compliance than those attending a kindergarten. As for types of education, children in a regular class showed a higher level of social cooperation and social compliance than an all-day class. As for types of families, children in a common family showed a higher level of social interaction than those in a multi-cultural family, and those in a multi-cultural family than those in a grandparent-headed family. Children in common, multi-cultural, and single-parent families showed a higher level of social cooperation and social compliance than those in a grandparent-headed family. Children in common and single-parent families showed a higher level of social independence than those in a grandparent-headed family. Female children showed a higher level of social interaction, social cooperation, social independence, and social compliance than male children. 5-year-old children showed a higher level of social interaction and social compliance than 4-year-old children, and 4-year-old children than 3-year-old children. 5-year-old children showed a higher level of social cooperation and independence than 4 and 3-year-old children. Socio-demographic variables that would affect children's social skills were examined according to regression analysis. As a result, it turned out that such factors as gender, center location, age, family type (grandparent-headed family), education type, and family type (common family) had significant effects.

Abstract

This study examined children's social skills in view of socio-demographic variables. Data was collected from 1,140 children aged 3 to 5 years old(male: 582; female: 558) who attended daycare centers or kindergartens in North Jeolla Province by means of the preschool and kindergarten behavior scale-2 for teachers. The researchers found that children attending a kindergarten located in a city rather than rural area showed a higher level of social compliance, and that in rural areas, children attending a daycare center showed a higher level of social interaction, social cooperation, and social compliance than those attending a kindergarten. As for types of education, children in a regular class showed a higher level of social cooperation and social compliance than an all-day class. As for types of families, children in a common family showed a higher level of social interaction than those in a multi-cultural family, and those in a multi-cultural family than those in a grandparent-headed family. Children in common, multi-cultural, and single-parent families showed a higher level of social cooperation and social compliance than those in a grandparent-headed family. Children in common and single-parent families showed a higher level of social independence than those in a grandparent-headed family. Female children showed a higher level of social interaction, social cooperation, social independence, and social compliance than male children. 5-year-old children showed a higher level of social interaction and social compliance than 4-year-old children, and 4-year-old children than 3-year-old children. 5-year-old children showed a higher level of social cooperation and independence than 4 and 3-year-old children. Socio-demographic variables that would affect children's social skills were examined according to regression analysis. As a result, it turned out that such factors as gender, center location, age, family type (grandparent-headed family), education type, and family type (common family) had significant effects.

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