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 Korean J Child Stud > Volume 8(2); 1987 > Article
 Korean Journal of Child Studies 1987;8(2): 17-44.
 가정환경변인과 아동의 사회적 능력간의 관계 : 인과 모형 분석 장영애 The Relationship of Home Environments to Children's Social Development : Analysis of a Causal Model Young Ae Jang Abstract The study examined the characteristics of the relationship of home environment variables and childrens social development. Two studies were conducted ; Study I examined ① the correlation of home environment variables and childrens social ability and ② the predictability of home environment variables for childrens social ability by childrens age. Study II investigated the causal relationship among the variables which are supposed to affect childrens social ability. The subjects of this study were 240 children at age four, six and eight attending nursery schools, kindergartens and elementary schools and their mothers. Instruments included the Inventory of Home Stimulation (HOME), the Inventory of Sociodemographic Variables, social maturation scale, and the social-emotional developmental rating scale. The results obtained from this study were as follows : 1) Home environment variables had a positive correlation with childrens social development at age four and six, but at age eight, only HOME variables had a significant positive correlation with childrens social development. 2) The home environmental variables that significantly predicted childrens social development differed according to childrens age. That is, play materials, economic status of the home, and parent education were predictive of childrens social development at age four, while parents education, fostering maturity and independence, and play materials were predictive at age six. Fostering maturity and independence, aspects of physical environment, and economic status of the home were predictive at age eight. 3) The causal model of home environment effect on childrens social development was formulated by exogenous variables (parent education and economic status of the home) and endogenous variables (direct stimulation, indirect stimulation and the emotional climate of the home). 4) The results of the analysis of the causal model showed that the variables that have a direct effect on childrens social development differed according to childrens age. That is, direct stimulation had more effect on childrens social development at earlier ages, and indirect stimulation had more effect on childrens social development at later ages. Among socio-demographic variables, parents education was most closely related to childrens social development. The amount of variance that explained childrens social development decreased with increase in childrens age.
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