๋ณธ ์ฐ๊ตฌ๋ ์ ์์ ๊ฐ์ธ๋ณ์ธ์ ๋ฐ๋ฅธ ์ด๋ฑํ๊ต 1ํ๋
ํ๊ต์ ์์์ค ์ฐจ์ด์ ์ ์๊ธฐ ๋๋๋์ดํ๋, ์ฌํ์ ์ ๋ฅ๊ฐ, ๋ฌธ์ ํ๋๊ณผ ํ๊ต์ ์๊ฐ์ ๊ด๊ณ ๋ฐ ์ํฅ๋ ฅ์ ์ดํด๋ณด๊ณ ์ ํ๋ค. ํ๊ตญ์๋ํจ๋ 7์ฐจ์ 8์ฐจ ์ฐ๊ตฌ์ ์ฐธ์ฌํ 844๋ช
์ ๋์์ผ๋ก t-test, ์๊ด๊ด๊ณ๋ถ์, ํ๊ท๋ถ์์ ์ค์ํ์๋ค. ์ฐ๊ตฌ๊ฒฐ๊ณผ ์ฒซ์งธ, ์ ์์ ๊ฐ์ธ๋ณ์ธ์ ๋ฐ๋ฅธ ํ๊ต์ ์ ์์ค์ ์ดํด๋ณธ ๊ฒฐ๊ณผ, ์ฌ์๋ ๋จ์์ ๋นํด ์ ๋ฐ์ ์ธ ์ด๋ฑํ๊ต ์ ์ ์์ค์ด ๋์์ผ๋ฉฐ, ์๋ น์ด ๋น ๋ฅธ ์ ์์ ์ถ์์์๊ฐ ์ฒซ์งธ์ธ ์ ์๊ฐ ์ด๋ฑํ๊ต ์ ์ ์ค ํ์
์ํ๋ฅ๋ ฅ์ด ๋๊ฒ ๋ํ๋ฌ๋ค. ๋์งธ, ์ด๋ฑํ๊ต ์ ์ ์ด์ ๊ณผ ์ ์๊ธฐ ๋๋๋์ดํ๋(๋์ด์ํธ์์ฉ, ๋์ด๋ฐฉํด, ๋์ด๋จ์ ), ์ฌํ์ ์ ๋ฅ๊ฐ(ํ๋ ฅ์ฑ, ์ฃผ์ฅ์ฑ, ์๊ธฐํต์ ), ๋ฌธ์ ํ๋(์์ถ, ๊ณต๊ฒฉ์ฑ, ์ฃผ์์ง์ค) ๊ฐ์ ์ ์ํ ์๊ด๊ด๊ณ๊ฐ ๋ํ๋ฌ๋ค. ์
์งธ, ๋์์ ํ๊ท๋ถ์์ ์ค์ํ ๊ฒฐ๊ณผ, ํ๊ต์ ์์ ์ฑ๋ณ, ์ถ์์์, ์ ์์ ๋ฐ์์ฑ(๋ฌธ์ ํ๋), ๋์ด์ํธ์์ฉ(๋๋๋์ดํ๋), ํ๋ ฅ์ฑ(์ฌํ์ ์ ๋ฅ๊ฐ)์ ์ํด 22% ์์ธก ๊ฐ๋ฅํ ๊ฒ์ผ๋ก ๋ํ๋ฌ๋ค. ์ด๋ฌํ ๊ฒฐ๊ณผ๋ ์ ์์ ๊ฐ์ธ๋ณ์ธ, ๋๋๋์ดํ๋, ์ฌํ์ ์ ๋ฅ๊ฐ, ๋ฌธ์ ํ๋์ ๋ฐ๋ผ ์ด๋ฑํ๊ต ์ ์์ ๋ํ ๊ธฐ๋ ์์ค์ ๋ค๋ฅด๊ฒ ์ ์ฉํ ํ์๊ฐ ์์์ ์์ฌํ๊ณ ์ ์๊ต์ก๊ธฐ๊ด์์ ์ด๋ฑ์ค๋น๊ณผ์ ์ ๋ํ ์ค์ฆ์ ์ฐ๊ตฌ๊ฒฐ๊ณผ๋ฅผ ์ ์ํ๋ค๋๋ฐ ์์๊ฐ ์๋ค.The purpose of this study was to identify correlation between school adjustment of the 1st grade elementary students and preschoolers individual variables, childrenโs peer interactions, social competence, and children s problem behavior, as well as their influence on school adjustment. The data was collected from 844 participants who were from 7th and 8th waves of the Panel Study of Korean Children(PSKC), and analyzed using t-test, correlation, and multiple regression analysis. The results of the study are as follows: first, as a result of examining the level of school adjustment based on the individual variables of preschoolers, girls showed higher overall adjustment level of elementary school compared to the boys, and preschoolers with early birth months and first born presented higher academic performance in the factors of school adjustment; Second, there was a significant correlation between total score of the factors of school adjustment and child s peer interactions (play interaction, play disruption, play disconnection), social competence (cooperation, assertiveness, self-control), and children s problem behaviors (social atrophy, aggression, attention); Third, as a result of multiple regression analysis, 22% of school adjustment is predictable by sex, birth order, emotional reactive(children s problem behavior), play interaction(childrenโs peer interactions), and cooperation(social competence). Theses results suggest that different levels of expectation need to be applied for elementary schol adjustment according to individual variables, childrenโs peer interactions, social competence, and children s problem behavior of the preschoolers. The significant value of this study is to present empirical study result for elementary preparatory process in the preschool educational institution.