유아의 정서지능과 인지능력, 또래상호작용, 유아-교사관계 간의 관계 분석

Abstract

본 연구의 목적은 유아들의 정서지능과 인지능력, 또래상호작용, 그리고 유아-교사관계 간의 관계를 분석하고 유아의 정서지능에 영향을 미치는 예측변인을 밝히는 데 있다. 연구대상은 유치원에 재원 중인 유아 250명이었으며 평균월령은 69.25개월이었다. '유아용 정서지능 평가도구', K-ABC, PIPPS, 그리고 STRS를 사용하여 연구 자료를 수집하였다. 수집된 연구자료는 Pearson 적률 상관계수와 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 정서지능과 인지능력, 또래상호작용 하위요인인 ‘놀이상호작용’, 그리고 유아-교사관계의 하위요인인 ‘친밀 관계’ 간에 정적상관이 있는 것으로 나타났다. 반면, 유아의 정서지능과 또래상호작용의 하위요인인 ‘놀이단절’, ‘놀이붕괴’, 그리고 유아-교사관계의 하위요인인 ‘갈등 관계’ 간에는 부적상관이 있는 것으로 밝혀졌다. 또한 또래상호작용의 하위요인인 ‘놀이상호작용’과 ‘놀이붕괴’는 유아의 정서지능에 유의미하게 영향을 미치는 예측변인으로 밝혀졌다.

The purpose of this study was to investigate the relationships among children’s emotional intelligence, cognitive ability, children’s peer relationships, and child-teacher relationships. The subjects were 250 children who were attending early childhood education settings. The mean ages of the subjects were 69.25 months. ‘The Emotional Intelligence Assesment’, ‘K-ABC’, ‘PIPPS’, and STRS’ were used in the collection of data. The study also used Pearson’s correlation and Multi-Regression Analysis to analyze the data. The results of this study are as follows. First, there were positive correlations between children’s emotional intelligence and their cognitive ability. Second, there were positive correlations between children’s emotional intelligence and the play interaction of peer relationships. There were also negative correlations between children’s emotional intelligence and play disconnection as well as play breaking. Third, there were positive correlations between children’s emotional intelligence and intimate relationships of child-teacher. There were also negative relations between children’s emotional intelligence and conflicted relationships of child-teacher. Fourth, it was revealed that play interaction and play disconnection of the peer relationships were found as the predict variables for effecting on children’s emotional intelligence.