어머니-유아 상호작용, 교사-유아 상호작용, 또래놀이 상호작용이 유아의 인지발달에 미치는 영향

The purpose of this study is to identify the effects of mother-child interaction, teacher-child interaction and peer play interaction on cihldren’s cognitive development. The research targets were children and their mothers and teachers who participated in the seven wave data from the Panel Study on Korea Children (PSKC) of the Korea Institution Child Care and Education in 2014. 1,090 children, mother, and teachers faithfully participated in the investigation related to the variables of this study. This study was analyzed using SPSS 18.0 and JAMOVI 1.1.9.0. The findings are as follows. First, teacher-child interaction and peer play interaction were statistically significant correlations in children’s cognitive development, but mother-child interaction did not show significant correlations in the children’s cognitive development. Second, peer play interactions were shown to be a strong predictor of children’s cognitive development by 23%, and when teacher-child interaction was added, the explanatory power increased by 1%. Third, in the effect of peer play interaction on children’s cognitive development, teacher-child interaction had a partial mediated effect. The results of this study are meaningful in that the importance of peer play interaction and teacher-child interaction in the cognitive development of children was confirmed as a basic study on children’s cognitive development.