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http://dx.doi.org/10.6115/fer.2016.025

Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis  

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)
Publication Information
Human Ecology Research / v.54, no.3, 2016 , pp. 321-332 More about this Journal
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.
Keywords
child-teacher relationship; peer play interaction; longitudinal study; latent profile analysis;
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