유아 학급 남아와 여아의 사회적 네트워크 변화에 관한 단기종단 연구
A short-term longitudinal study on the flexibility of preschool boys' and girls' social networks in early childhood classes
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본 연구는 유아교육기관에 재원 중인 남녀 유아들의 사회적 네트워크의 역동성을 살펴보았다. 이를 위해 한 학기에 걸쳐 두 학급의 유아 58명의 또래 상호작용을 관찰하고 남녀 유아의 사회적 네트워크를 학기 초반, 학기 중반, 학기 말의 세 시점으로 나누어 분석하였다. 연구 결과, 전체적으로 볼 때, 학기 초반, 중반 그리고 학기 말의 세 차례에 걸쳐서 학급의 사회적 네트워크는 계속해서 변화하였다. 그리고 학기 초·중·말이라는 시간적 흐름은 사회적 네트워크에 있어서 의미있는 변화를 야기하였는데, 각 시기의 또래 네트워크 형성의 특징은 독특하였다. 학기 초반이 또래관계 형성에 결정적으로 중요한 시기였고 학기 중반은 전체 사회적 네트워크에서 변동이 많은 시기였으며 학기 말은 학급 네트워크의 안정기였다. 마지막으로 남아와 여아 간에 사회적 네트워크의 구조적 차이는 두드러지게 나타나지 않았다. 남아와 여아 모두 집단 지향적인 학급 네트워크를 가지고 있었다. 본 연구의 결과는 유아의 또래관계를 네트워크 관점에서 바라보아야 할 필요성을 제기하였고 교사의 또래관계 지도 방법에 시사점을 제공하였다.
Abstract
The purpose of this study is to understand the dynamics of preschoolers' social networks according to their gender. Peer interactions of 5 year old preschoolers in two classes were observed and time-periodic characteristics of their social networks were checked for a semester. The results reveal that social networks were constantly changed during three different periods: the beginning, middle, and end of the semester. The passage of time from the beginning to the end period brought to light significant changes in social networks. The peer network formations during each of the periods were unique. The beginning of the semester was the most important period for forming peer relationships, and during the middle of the semester there were many changes in the preschoolers’ social networks. The end of the semester was a stable period of social networks. There were no differences in the structures of social networks between boys and girls. Each of the boys and girls formed a group-oriented class network. These findings suggest that observation of preschooler's peer relationships and peer networks could give teachers a better understanding of class room dynamics. Implications for teacher guidance of peer relationships are discussed.
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