An Inquiry into Typically Developing Children's Interaction Strategies with Young Children with ADHD According to Gender

ADHD 유아에 대한 일반유아의 성별 상호작용 전략 탐구

  • Kyun, Ju-Youn (Department of Early Childhood Education, Pusan National University) ;
  • Chung, Kai-Sook (Department of Early Childhood Education, Pusan National University)
  • 견주연 (부산대학교 유아교육과) ;
  • 정계숙 (부산대학교 유아교육과)
  • Received : 2011.06.30
  • Accepted : 2011.09.22
  • Published : 2011.10.31


The purpose of this study was to examine the interaction strategies used by typically developing boys and girls in their dealings with young children with ADHD in free play situations in inclusive classes. This was done in order to gain an in-depth understanding of the meaning of their interaction strategies. The subjects were 52 typically developing children (comprising 27 boys, 25 girls) and 3 young children with ADHD. The findings were as follows : First, the overall frequency of interaction strategies with the young children with ADHD was greater among the young female children (n = 372) than the young male children (n = 298). Second, when the utterance strategies of the male and female children were sub-categorized, both the male children (79.5%) and the female children (57.0%) mostly made use of avoidance strategies, one of the typical withdrawal strategies. Third, the interaction strategy of control represented 42.0 percent and as such was identified as the most prevalent interaction strategy utilized by the young male children studied. In the case of the young female children, obliging strategies were the most common interaction strategies representing 33.1 percent of the total used. In the light of the findings yielded from this study, some educational recommendations are provided.



  1. 강인설.정계숙(2008). 만 3세 유아의 놀이에 나타난 관계적 공격성 : 사회적 배척을 중심으로. 열린 유아교육연구, 13(4), 21-50.
  2. 견주연.정계숙(2011). 일반유아와 ADHD 유아 간의 상호작용에 나타난 상호 인식 탐구. 아동교육, 20(2), 63-84.
  3. 김미정.최은아(2007). 통합교실의 자유놀이에서 나타난 장애유아에 대한 일반유아의 인식 및 상호작용 전략. 열린유아교육연구, 12(5), 417-449.
  4. 남명자(2005). 장애유아 통합교육에 나타난 '돌봄' 관계 형성 과정. 중앙대학교 대학원 박사학위 청구논문.
  5. 손유진.이연선(2006). 자유놀이에서의 남아와 여아의 담화전략 및 권력관계에 관한 연구. 열린유아교육연구, 11(5), 269-290.
  6. 양원숙(2005). 통합교류 활동이 일반유아 학부모의 통합 교육 인식도 및 일반유아의 장애 또래 수용도에 미치는 영향. 공주대학교 대학원 석사학위 청구논문.
  7. 이기현(2004). 통합학급에서 주의력 결핍 및 과잉행동장애(ADHD) 특성을 지닌 유아의 친사회적 행동발달 과정. 특수교육저널 : 이론과 실천, 5(4), 121-147.
  8. 이기현(2005). 통합학급에서 주의력 결핍 및 과잉행동장애(ADHD) 특성을 지닌 유아의 친사회적 행동발달 과정(II). 특수교육저널 : 이론과 실천, 6(4), 315-342.
  9. 이기현(2007). 통합 학급에서 주의력 결핍 및 과잉행동장애(ADHD) 특성을 지닌 유아의 친사회적 행동 발달 과정(III). 특수교육저널 : 이론과 실천, 8(1), 1-27.
  10. 이소현.박은혜(2001). 장애유아 통합 유치원 교육 과정. 서울: 학지사.
  11. 이연선.윤정혜(2006). 현상학적 관점에서 본 유아의 성에 따른 또래 놀이 문화. 유아교육논집, 15(2), 177-194.
  12. 임원신(2006). 주의력결핍 과잉행동장애 유아의 유아 교육기관 적응에 관한 연구. 이화여자대학교 대학원 박사학위 청구논문.
  13. 조재은(2001). 유아의 성별에 따른 교사의 상호작용. 이화여자대학교 대학원 석사학위 청구논문.
  14. 한희정(2005). 유아의 기질과 또래 상호작용 행동 간의 관계. 연세대학교 교육대학원 석사학위 청구논문.
  15. Coates, J. (1994). The language of the professions : Discourse and career. In J. Evetts (Ed.), Woman and career : Themes and issues in advanced industrial societies (pp. 72-86). London : Longman.
  16. Corsaro, W. A., & Eder, D. (1990). Children's peer cultures. Annual Review of Sociology, 16, 197-220.
  17. Esposite, B. G., & Peach, W. J. (1983). Change attitudes of preschool children toward handicapped. Exceptional Children, 49, 361-363.
  18. Garvey, C. (1984). Children's talk. Cambridge, MA : Harvard University Press.
  19. Goodwin, M. (1990). He-said-she-said : Talk as social organization among black children. Bloomington, IN : Indiana University Press.
  20. Goodwin, M. (2001). Organizing participation in crosssex jump ropes : Situation gender differences within longitudinal studies of activities. Research on Language and Social Interaction, 34(1), 75- 106.
  21. Harrist, A. W., & Bradley, K. D. (2003). You can't say you can't play : Intervening in the process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly, 18(2), 185- 205.
  22. Herbert, R. K. (1990). Sex-based differences in compliment behavior. Language in Society, 19, 201-224.
  23. Holmes, J. (1988). Paying compliment : A sex-preferential positive politeness strategy. Journal of Pragmatics, 12(3), 445-465.
  24. Jefferson, G. (1984). On the organization of laughter in talk about troubles. In J. M. Atkinson & J. C. Heritage (Eds.), Structures of social action : Studies in conversation analysis (pp. 346-369). Cambridge, UK : Cambridge University Press.
  25. Leaper, C. (1991). Influence and involvement : Age, gender and partner effects. Child Development, 62, 797-811.
  26. Maltz, D. N., & Borker, R. A. (1982). A cultural approach to male-female miscommunication. In J. J. Gumperz (Ed.), Communication, language and social identity (pp. 196-216). Cambridge, UK : Cambridge University Press.
  27. Nakamura, K. (2001). Gender and language in Japanese preschool children. Research on Language and Social interaction, 34(1), 15-43.
  28. Odom, S. L., & McEvoy, M. (1988). Integration of young children with handicaps and normally developing children. In S. L. Odom, & M. Karnes (Eds.), Early intervention for infants and children with handicaps : An empirical base. Baltimore, MD : Paul Brookes.
  29. Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood : Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29(4), 611-621.
  30. Robert, E. C. (2008). ADHD의 재능찾기(이영나.우주영 역). 서울: 시그마프레스(원전은 2002년에 출판).
  31. Stormont, M. (2001). Social outcomes of children with AD/HD : Contributing factors and implications for practice. Psychology in the Schools, 38, 521- 531.
  32. Vandell, D. L., & Hambree, S. E. (1994). Peer social status and friendship independent contributor to children's social and academic adjustment. Merrill- Palmer Qurarterly, 40, 461-477.