본 연구의 목적은 유아의 성별과 월령, 유치원 교사의 교수행동이 유아의 학교준비도에 미치는 영향을알아보는 것이다. 이를 위해서 서울․경기지역 유치원 교사 31명의 교수행동을 관찰하고 유아 372명의학교준비도를 평정하였고, 자료의 위계적 특성을 고려하여 다층선형 모형으로 분석하였다. 연구 결과 첫째, 유아의 학교준비도는 유아 개인에 따른 차이뿐만 아니라, 학급에 따라서도 달라지는 것으로 분석되었다. 둘째, 유아의 성별과 월령이 유아의 학교준비도 전체와 각 하위 요인을 모두 유의하게 설명하는 것으로 나타나 여아가 남아보다 학교준비도가 높은 것으로 나타났고, 유아의 월령이 높아질수록 학교준비도가 높은 것으로 나타났다. 셋째, 교사의 교수행동은 유아의 학교준비도 전체와 각 하위 요인을 모두 유의하게 설명하는 것으로 나타나 유아의 성별과 월령을 통제한 상태에서 교사의 정서적 지지, 교실 조직화, 교수적 지지가 높을수록 유아의 학교준비도가 높은 것으로 나타났다. 넷째, 일부 변인들 간의 상호작용효과가 나타나 교사의 정서적 지지와 교실 조직화가 높을수록 유아의 성별이 정서교류능력에 미치는 영향을 약화시키고, 교사의 교수적 지지가 높을수록 월령이 일상생활지식에 미치는 영향을 약화시키는 것으로 나타났다. 결과적으로 교사의 교수행동이 유아의 성별, 월령과 상호작용하여 학교준비도에 영향을준다는 것을 알 수 있었다.
The influence of kindergarten teachers' teaching behaviors on young children's school readiness Bhang, Eun-Jung (Korea University) Chung, Ock-Boon (Korea University) The purpose of this study is to determine the effects of the gender and age of young children and kindergarten teachers’ teaching behaviors on young children's school readiness. In order to determine the effects, this study analyzed the teaching behaviors of 31 kindergarten teachers and assessed the school readiness of 372 young children. The study was executed through Ⅱ-level multilevel linear modeling. The results of this study were as follows: First, young children's school readiness was explained by the individual differences as well as the differences between their classes. Second, the gender and age of the children were statistically significant variables for explaining children's school readiness and all four subordinate factors. Girls tended to show the higher levels of school readiness than boys did, and the higher the age, the greater the school readiness. Third, it turned out that kindergarten teachers' teaching behaviors were statistically significant in explaining children's school readiness and its four subordinate factors. It appeared that while gender and age was controlled, the higher the emotional support, classroom organization, and instructional support, the greater the children's school readiness. Fourth, cross-level interaction effects between the variables appeared, resulting in less impact of the gender of the children on their emotional competence when kindergarten teachers’ emotional support and the degree of classroom organization were high, and less impact of the age of the children on their basic knowledge of daily life when the teachers’ instructional support was high. In conclusion, kindergarten teachers' teaching behaviors highly influenced school readiness, which also interacted with factors including the gender and age of the children.
The influence of kindergarten teachers' teaching behaviors on young children's school readiness Bhang, Eun-Jung (Korea University) Chung, Ock-Boon (Korea University) The purpose of this study is to determine the effects of the gender and age of young children and kindergarten teachers’ teaching behaviors on young children's school readiness. In order to determine the effects, this study analyzed the teaching behaviors of 31 kindergarten teachers and assessed the school readiness of 372 young children. The study was executed through Ⅱ-level multilevel linear modeling. The results of this study were as follows: First, young children's school readiness was explained by the individual differences as well as the differences between their classes. Second, the gender and age of the children were statistically significant variables for explaining children's school readiness and all four subordinate factors. Girls tended to show the higher levels of school readiness than boys did, and the higher the age, the greater the school readiness. Third, it turned out that kindergarten teachers' teaching behaviors were statistically significant in explaining children's school readiness and its four subordinate factors. It appeared that while gender and age was controlled, the higher the emotional support, classroom organization, and instructional support, the greater the children's school readiness. Fourth, cross-level interaction effects between the variables appeared, resulting in less impact of the gender of the children on their emotional competence when kindergarten teachers’ emotional support and the degree of classroom organization were high, and less impact of the age of the children on their basic knowledge of daily life when the teachers’ instructional support was high. In conclusion, kindergarten teachers' teaching behaviors highly influenced school readiness, which also interacted with factors including the gender and age of the children.
