Human Ecology Research

The Korean Home Economics Association (대한가정학회)
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Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis

유아-교사 관계의 잠재프로파일 집단이 유아의 또래 상호작용에 미치는 영향에 관한 종단 연구

  • Yi, Ye Jin (Panel Study on Korean Child Research Team, Korea Institute of Child Care and Education) ;
  • Shin, Yoolim (Department of Child and Family Studies, The Catholic University of Korea)
  • 이예진 (육아정책연구소 아동패널연구팀) ;
  • 신유림 (가톨릭대학교 아동학전공)
  • Received : 2016.02.28
  • Accepted : 2016.04.30
  • Published : 2016.06.30
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Abstract

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

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References

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