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본 연구는 상호작용적 또래놀이에 영향을 미치는 기질과 자기조절력과의 관계를 분석하고자 하였다. D광역시 공립유치원 만 5세 유아 135명을 대상으로 세 변인에 대한 교사평가를 실시하였으며, 수집된 자료는 SPSS WIN 13.0 프로그램을 통해 상관계수와 중다회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 기질과 자기조절력 및 하위요인들은 상호작용적 또래놀이 중 놀이상호작용과 같은 긍정적 요소와는 정적 관계가, 놀이방해나 놀이단절과 같은 부정적 요소와는 부적 관계가 있음을 알 수 있었다. 둘째, 놀이상호작용에 대해서는 자기조절력의 점검․평가하기, 기질의 적응성, 자기조절력의 정서인식이 첨가되므로 그 영향력이 증가되는 것으로 나타났다. 놀이방해에 대해서는 활동성이 가장 많은 영향력을 보였고, 자기조절력의 계획하기가 낮을수록 놀이단절이 증가하는 것으로 나타났다.


The subjects in this study of children's Interactive Peer Play in relation to temperament and self-regulation were 135 children in D city. Data were analyzed by pearson's r and multiple regression analysis using SPSS. The major results of this study were as follows; First, there were significant positive relationships between temperament and play interaction, and self-regulation and play interaction. Also, there were significant negative relationships between temperament relation and play disruption and play disconnection, and self-regulation and play disruption and play disconnection. Second, children's play interaction was significantly related to and explained by “evaluation and monitoring” in the sub-areas of cognitive-regulation, “adaptation” in the sub areas of temperament, and “awareness” in the sub areas of emotional-regulation. Play disruption was significantly related to and explained by “activity” and “response” in the sub-areas of temperament, “awareness of one's own emotions,” in the sub-areas of emotional-regulation and “evaluation and monitoring,” and in the sub-areas of cognitive-regulation. There were significant negative relationships between play disruption and “control of and ability to cope with one's own emotions” in the sub areas of emotional- regulation. There were significant negative relationships between play disconnection and “planning” in the sub areas of cognitive-regulation and “adaptation” in the sub areas of temperament. Play disconnection was significantly related to and explained by “awareness” in the sub areas of emotional- regulation. In conclusion, the result of this study confirmed that temperament and self-regulation are important factors in predicting interactive peer play of young children. Implications for future research and practice are discussed.