유아의 주의력 검사 개발을 위한 기초연구

Abstract

The study purposed to determine the constructs of young children's attention development and to develop and validate a test for measuring the constructs through literature review and analysis of attention-related tasks. For the purpose, we set research questions as follows. First, how is the goodness of questions in the attention test for young children (difficulty of questions, discrimination power of questions)? Second, how is the goodness of the attention test for young children (reliability, validity)? The test development procedure was as follows. First, in the stage of 'test question composition,' we composed questions measuring selective attention and sustained attention through reviewing previous researches, and in the stage of '1st test question analysis,' we tested the validity of the questions through testing their developmental adequacy and content adequacy with 34 specialists in early childhood education, education evaluation, and test development and measuring. In the stage of '2nd test question analysis,' we conducted a preliminary survey with 133 5~6-year-old children at three kindergartens in Busan, and analyzed the goodness of the questions based on the distribution of responses to the questions by gender and by age and the discrimination power of the questions. In the stage of 'final measuring task analysis,' the main survey was conducted with 291 5~6-year-old children at three kindergartens in Busan, and the goodness of the test was analyzed based on the internal consistency of the questions (reliability) and the validity of constructs related to the CCTT standards. The results of this study are summarized as follows. First, of the 15 questions developed in this study, 8 (4 on selective attention and 4 on sustained attention) were found to be satisfactory in terms of passing rate and discrimination power). Second, when construct validity and concurrent validity were analyzed based on data obtained from the main survey, it was confirmed valid to set selective attention and sustained attention as the sub-factors of the attention test. Third, according to the results of analyzing the reliability of the test based on data obtained from the main survey, the test was satisfactorily reliable. Fourth, when young children were tested using the tool developed in this study, no significant difference was observed in selective attention and continuous attention according to gender, but selective attention and sustained attention increased significantly with the increase of age. Based on the results of this study, further research was suggested on ① the nationwide standardization of the test developed and validated in this study; ② longitudinal research thorough testing young children by age; and ③ the development of education programs for developing attention.