종일제와 반일제 유아들의 문제행동 특성 연구

Abstract

The purpose of this study was to investigate young children's problem behavior and its related factors in full day kindergarten and half day kindergarten. The subjects of this study were 260 kindergarten children, their mothers, and their teachers in Kwangju City and Jeonnam Province. Teachers rated children's problem behavior and environmental quality of kindergarten. And mothers answered about their parenting style and their children's temperament. The collected data were analyzed by t-test, one-way ANOVA and Pearson's correlation. SPSS(Statistical Package for the Social Science) was used for data analysis. The major findings of this study were as follows: First, when examining full day kindergarten children, there was no significant difference in children's problem behavior by gender or age. In half day kindergarten, however, male children or younger children showed more problem behavior than female children or older children. Second, as full-day kindergarten children's persistence increased, their uneasy, shriveled and immature behavior also increased. But, when full-day kindergarten children's approach behavior increased, their shriveled behavior decreased. In addition, full-day kindergarten children's threshold to stimulus was negatively correlated with children's immature and total problem behavior. On the other hand, in half day kindergarten, children's uneasy, shriveled and total problem behavior decreased as their mood increased. When half-day kindergarten children, however, showed high response intensity to stimulus, their shriveled behavior increased. Moreover, their activity level and approach behavior was positively correlated with their aggressive behavior. Half-day kindergarten children's rhythmicity was also positively associated with immature behavior. Third, when examining full-day kindergarten children, mother’s controlling parenting style made children's uneasy behavior reduced. On the contrary, half day kindergarten children showed more uneasy behavior and problem behavior as mother's controlling parenting style increased. Half-day kindergarten children, however, showed decreased shrived behavior as mother affective parenting style increased. Fourth, the quality of environment was negatively correlated with children's uneasy, shriveled, aggressive, immature and total problem behavior in full day kindergarten. Half day kindergarten children who interacted with their teacher actively showed reduced uneasy behavior. Fifth, full-day kindergarten children revealed much more uneasy, shriveled, aggressive, immature and problem behavior than half-day kindergarten children did.