양육신념, 부모협력 및 가정학습환경과 유아의 학교준비도

Abstract

This study investigated the effects of three factors – mothers' parenting beliefs; child care-home involvement; and the home learning environment – on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children’s academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors – parental, child-care–related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.