유아의 또래놀이 상호작용이 초등학교 취학 후 학업수행 능력에 미치는 영향

Abstract

Objectives This study examines the effect of preschool children's peer play interactions and their performance at elementary school level academic performance with academic ability and school adjustment as dual mediating factors. Methods For this purpose, data from the Korea Institute of Child Care and Education(KICCE)’s seventh (2014), eighth (2015), and tenth (2017) Panel Study on Korean Children(PSKC) was used. Data from a total of 438 children was analyzed using Process Marco(Model 6). Results First, it was found that preschool children’s peer play interaction mediates their academic ability and that it significantly affects the academic performance when they are 3rd graders in elementary school. Second, the preschool children’s peer play interaction had a significant effect on the academic performance when they are 3rd graders which was mediated by school adjustment during their first year in school. Third, the preschool children’s peer play interaction was found to have a significant effect on the academic performance when they are in 3rd grade which was in turn mediated by the academic ability and the school adjustment during first grade. Conclusions This suggests that preschool children's experiences of peer play interaction can have a positive effect on their elementary school life. In addition, this study is meaningful in that it reexamined the value of play in early childhood and the meaning of interaction with peers.