유아들이 1차적 집단인 가정이나 첫 번째 사회집단인 유치원에서 적응하여 생활해 나가기 위해서는 부모․교사․또래들과 바람직한 사회적 관계를 형성하고 유지해야 한다. 이를 위해서는 유아 자신이 속해 있는 집단의 규범이나 관습 등을 학습하고 행동으로 옮길 수 있어야 한다. 유아들은 이러한 사회적 필요나 대인관계에서의 요구를 인식하고 수용하여 바람직한 행동 반응을 보이기도 하지만, 어떤 유아들은 부모나 교사의 관심과 중재가 필요한 부정적 반응 행동을 보이기도 한다. 이러한 문제행동은 유아 자신은 물론이고 유아교육 기관의 부모나 교사 그리고 또래 관계에도 부정적인 영향을 미치게 된다.
The present study purposed to examine problem behaviors of young children around Gwang-juㆍJeonnam area, classified by gender, age and place of residence. For this purpose, we used Goh Hyun (2008) Problem Behavior Scale for Children (PBRSC) and measured problem behaviors of 316 young children aged between 3∼5. According to the results, among the young children in this area, boys showed a higher mean score of problem behaviors than girls but the difference was not statistically significant. Second, among the young children in the Gwang-juㆍJeonnam area, problem behaviors showed statistically significant difference depending on age. By subarea, five‐year‐old children showed lower mean scores than three‐and four‐year‐old ones in ‘problem behaviors related to peer relation,’ ‘problem behaviors related to development,’ ‘problem behaviors related to basic life habits’ and ‘problem behaviors related to morality.’ Third, children’s problem behaviors did not show statistically significant difference according to place of residence. Accordingly, it is concluded that children’s problem behaviors are not varied with gender or place of residence, but with age. The results of this study suggest the necessity for developing educational interventions in GwangjuㆍJeonnam young children’s problem behaviors, and provide basic materials for identifying the patterns of problem behaviors according to gender, age and place of residence and setting directions for the development of required educational activities.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 결과 및 해석 Ⅳ. 결론 및 제언 참 고 문 헌
