아동학회지 (Korean Journal of Child Studies)

  • 제36권6호
  • /
  • Pages.1-21
  • /
  • 2015
  • /
  • 1226-1688(pISSN)
  • /
  • 2234-408X(eISSN)
한국아동학회 (Korean Association of Child Studies)
권호 표지
DOI QR코드

DOI QR Code

부모의 사회경제적 지위가 유아의 사회적 유능성 및 인지발달에 미치는 영향 : 부모 온정성과 교육적 가정환경의 매개효과

The Effects of Parental Socioeconomic Status on Preschoolers' Social Competence and Cognitive Development : The Role of Parental Warmth and Home Learning Environment

  • 장영은 (중앙대학교 사회복지학부)
  • 투고 : 2015.09.24
  • 심사 : 2015.12.06
  • 발행 : 2015.12.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

키워드

참고문헌

  1. Baek, B. B., & Kim, K. K. (2007). Structural relationships between academic achievement and economic, social, and cultural capital. Korean Journal of Sociology of Education, 17(3), 101-129.
  2. Bierman, K. L., Torres, M. M., Domitrovich, C. E., Gest, S. D., & Welsh, J. A. (2009). Behavioral and cognitive readiness for school: Crossdomain associations for children attending Head Start. Social Development, 18(2), 305-323. https://doi.org/10.1111/j.1467-9507.2008.00490.x
  3. Bornstein, M. H., Tamis-LeMonda, C. S., Pascual, L., Haynes, M. O., Painter, K. M., Galperin, C. Z., & Pecheux, M. G. (1996). Ideas about parenting in Argentina, France, and the United States. International Journal of Behavioral Development, 19(2), 347-367. https://doi.org/10.1177/016502549601900207
  4. Bradley, R. H. (1993). Children's home environments, health, behavior, and intervention efforts: a review using the HOME inventory as a marker measure. Genetic, Social, and General Psychology Monographs, 119(4), 437-490.
  5. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
  6. Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & Garcia Coll, C. (2001). The home environments of children in the United States. Part I: Variations by age, ethnicity, and poverty status. Child Development, 72(6), 1844-1867. https://doi.org/10.1111/1467-8624.t01-1-00382
  7. Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Boston: Harvard University Press.
  8. Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55-71. https://doi.org/10.2307/1602387
  9. Caldwell, B. M., & Bradley, R. H. (2003). HOME inventory administration manual. AR: University of Arkansas for Medical Sciences.
  10. Chang, Y. K., & Sung, J. H. (2011). The relative contribution of infants, mothers, and family socioeconomic characteristics on expressive vocabulary aquisition of 24-month-old infants. Korean Journal of Developmental Psychology, 24(2), 137-154.
  11. Conger, R. D., Conger, K. J., Elder, G. H., Lorenz, F. O., Simons, R. L., & Whitbeck, L. B. (1992). A family process model of economic hardship and adjustment of early adolescent boys. Child Development, 63(3), 526-541. https://doi.org/10.2307/1131344
  12. Corwyn, R. F., & Bradley, R. F. (2002). Family process mediators of the relation between SES and child outcomes. Unpublished manuscript, University of Arkansas, Little Rock, AR.
  13. Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294. https://doi.org/10.1037/0893-3200.19.2.294
  14. Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it?. Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4
  15. Denham, S. A., & Brown, C. (2010). "Plays nice with others": Social-emotional learning and academic success. Early Education and Development, 21(5), 652-680. https://doi.org/10.1080/10409289.2010.497450
  16. Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2015). Children and socioeconomic status. In R. M. Lerner, W. F. Overton, & P. C. Molenaar (Eds.), Handbook of child psychology and developmental science(7th ed., Vol. 4, pp. 1-20). New York: Willey.
  17. Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., & Smith, J. R. (1998). How much does childhood poverty affect the life chances of children? American Sociological Review, 63(3), 406-423. https://doi.org/10.2307/2657556
  18. Elias, M. J., & Haynes, N. M. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly, 23(4), 474-495. https://doi.org/10.1037/1045-3830.23.4.474
  19. Fantuzzo, J., Coolahan, K., Mendez, J., McDermott, P., & Sutton-Smith, B. (1998). Contextuallyrelevant validation of peer play constructs with African American Head Start children: Penn interactive peer play scale. Early Childhood Research Quarterly, 13(3), 411-431. https://doi.org/10.1016/S0885-2006(99)80048-9
  20. Girard, L. C., Pingault, J. B., Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: Cross-lagged effects in a population sample. PloS ONE, 9(11): e112185. https://doi.org/10.1371/journal.pone.0112185
  21. Guo, G., & Harris, K. M. (2000). The mechanisms mediating the effects of poverty on children's intellectual development. Demography, 37(4), 431-447. https://doi.org/10.1353/dem.2000.0005
  22. Jackson, A. P., Brooks-Gunn, J., Huang, C., & Glassman, M. (2000). Single mothers in low-wage jobs: Financial strain, parenting, and preschoolers' outcomes. Child Development, 71(5), 1409-1423. https://doi.org/10.1111/1467-8624.00236
  23. Kim, S. H. (2014). Structural relationships among socioeconomic status, maternal depression and maternal parenting on young children's negative peer play behaviors. Early Childhood Education Research & Review, 18(5), 317-338.
  24. Kim, S. Y. (2014). The effects of children's pretend play level and cognitive ability based on the parents' social position. The Korean Journal of Child Education, 23(3), 5-24.
  25. Klebanov, P. K., Brooks-Gunn, J., & Duncan, G. J. (1994). Does neighborhood and family poverty affect mothers' parenting, mental health, and social support? Journal of Marriage and the Family, 56(2), 441-455. https://doi.org/10.2307/353111
  26. Ladd, G. W. (2005). Children's peer relations and social competence: A century of progress. New Haven: Yale University Press.
  27. Lee, B. J., Kim, S. S., & Kim, N. H. (2010). An exploratory study on Korean children's development: the effects of socioeconomic factors and social capital. Journal of the Korean Society of Child Welfare, 31, 107-141.
  28. Lee, J. S., Shin, E. S., Park, E. H., Kim, Y. T., Kwak, Y. S., & Yoo, Y. Y. (2008). Infants' and toddlers' language, cognitive, socioemotional development rating scale manual. Jeju Special Self-Governing Provincial Office of Education & Ministry of Education and Science Technology.
  29. Lee, J. Y., & Kwak, K. J. (2008). The effects of the socioeconomic status(SES) and home environment on the language development in early childhood. Korean Journal of Developmental Psychology, 21(3), 151-165.
  30. Lee, S. H., & Hwang, H. J. (2014). Influence of children's gender and surrounding's variables on school readiness: Based on educational level of parents, educational participation of mother, teaching method of teacher and literacy conditions of home and class. Journal of Korean Child Care and Education, 10(4), 177-203. https://doi.org/10.14698/jkcce.2014.10.4.177
  31. Leventhal, T., Martin, A., & Brooks-Gunn, J. (2004). The EC-HOME across five national data sets in the 3rd to 5th year of life. Parenting, 4(2), 161-188. https://doi.org/10.1080/15295192.2004.9681269
  32. Linver, M. R., Brooks-Gunn, J., & Kohen, D. E. (2002). Family processes as pathways from income to young children's development. Developmental Psychology, 38(5), 719-734. https://doi.org/10.1037/0012-1649.38.5.719
  33. McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61(2), 311-346. https://doi.org/10.2307/1131096
  34. Merz, E. C., Landry, S. H., Williams, J. M., Barnes, M. A., Eisenberg, N., Spinrad, T. L., Clancy-Menchetti, J. (2014). Associations among parental education, home environment quality, effortful control, and preacademic knowledge. Journal of Applied Developmental Psychology, 35(4), 304-315. https://doi.org/10.1016/j.appdev.2014.04.002
  35. Mistry, R. S., Biesanz, J. C., Taylor, L. C., Burchinal, M., & Cox, M. J. (2004). Family income and its relation to preschool children's adjustment for families in the NICHD study of early child care. Developmental Psychology, 40(5), 727-745. https://doi.org/10.1037/0012-1649.40.5.727
  36. Mistry, R. S., Vandewater, E. A., Huston, A. C., & McLoyd, V. C. (2002). Economic well-being and children's social adjustment: The role of family process in an ethnically diverse low-income sample. Child Development, 73(3), 935-951. https://doi.org/10.1111/1467-8624.00448
  37. Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, 52(1), 13-30. https://doi.org/10.2307/1129211
  38. Parcel, T. L., & Menaghan, E. G. (1994). Early parental work, family social capital, and early childhood outcomes. American Journal of Sociology, 99(4), 971-1009.
  39. Park, S. J., & Kim, M. S. (2010). The relationship between the home literacy environment and mother's teaching behavior, and 18 to 24-year-old infant's vocabulary ability according to SES of families. Child Studies in Diverse Contexts, 31(4), 15-27.
  40. Pears, K. C., Kim, H. K., Capaldi, D., Kerr, D. C., & Fisher, P. A. (2013). Father-child transmission of school adjustment: A prospective intergenerational study. Developmental Psychology, 49(4), 792-803. https://doi.org/10.1037/a0028543
  41. Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three-and fouryear- old children. New York: National Center for Children in Poverty.
  42. Rubin, K. H., Begle, A. S., & McDonald, K. L. (2012). Peer relations and social competence in childhood. In V. Anderson & M. H. Beauchamp (Eds.), Developmental social neuroscience and childhood brain insult: Theory and practice (pp. 23-44). New York: The Guilford Press.
  43. Schwartz, D., Lansford, J. E., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2013). The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group. Developmental Psychology, 49(2), 305-316. https://doi.org/10.1037/a0028249
  44. Sobel, M. E. (1982). Asymptotic intervals for indirect effects in structural equations models. In S. Leinhart. (Ed.), Sociological methodology (pp.290-312). San Francisco: Jossey-Bass.
  45. Son, S. H., & Morrison, F. J. (2010). The nature and impact of changes in home learning environment on development of language and academic skills in preschool children. Developmental Psychology, 46(5), 1103-1118. https://doi.org/10.1037/a0020065
  46. Turkheimer, E., Haley, A., Waldron, M., D'Onofrio, B., & Gottesman, I. I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628. https://doi.org/10.1046/j.0956-7976.2003.psci_1475.x
  47. Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children - the foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2), 96-113. https://doi.org/10.1097/00001163-200404000-00002