Browse > Article
http://dx.doi.org/10.5934/kjhe.2013.22.5.407

Relationships between teacher's recognition of professionalism, child's gender, term care and child's social interaction behavior  

Yun, Juyoen (Central Child Information Center)
Shin, Hyewon (Dept. of Child Studies, Seokyeong University)
Publication Information
Korean Journal of Human Ecology / v.22, no.5, 2013 , pp. 407-417 More about this Journal
Abstract
The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.
Keywords
children's social interaction behavior; teacher's recognition of professionalism; care term;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Kim, Y. J. (2003). A study on infant nursing teacher's recognition of professional and job Stress. Unpublished master's thesis, Duksung Women's University, Seoul, Korea.
2 Koh, Y. H. (2009). An investigation on the aspects, factors and the meaning of children's rough and tumble play. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
3 Kwak, J. Y. (1996). The Relationship between the quality of teacher's behaviors and children's social behaviors. Unpublished master's thesis, Yonsei University, Seoul, Korea.
4 Kwak, K. J. & Kim, M. H. & Hahn, E. J. (2004). Strategies for emotional regulation in infancy and maternal responsiveness. Korean Journal of Child Studies, 26(6), 173-187.   과학기술학회마을
5 Lee, J. M. (2007). A study of daycare center teacher's belief about developmental appropriate practice and teacher-infant interactions. Unpublished master's thesis, Duksung Women's University, Seoul, Korea.
6 Lee, K. (2002). A Relation between the recognition of professional and role performanceof kindergarten teachers and child care center teachers. Unpublished master's thesis, Ewha Womens University, Seoul, Korea.
7 Lee, K. R. (2005). A study on the infant care teacher's perception of professionalism and the quality of infant daycare programs. Unpublished master's thesis, Sung Kyun Kwan University, Seoul, Korea.
8 Lee, K. S. & Kim, Y. O. & Park, K. J. (2005). Relations of chid care to cognitive and sociemotional development of preschoolers. Journal of Early childhood education, 25(6), 255-276.   DOI   ScienceOn
9 Lee, N. J. (1999). The effect of the quality of public day care centers and children's day care experiences on social-emotional development of the children. Unpublished master's thesis, Sung Kyun Kwan University, Seoul, Korea.
10 Lee, S. H. & Kim, J. Y. (1997). The sex difference in infant's verbal and nonverbal interactions with their teacher and peers. Korean Journal of Child Studies, 18(1), 23-38.
11 Lee, Y. & Cho, M. H. & Lee, M. H. (1990). A longitudinal study of a developmental child care program. Yonsie Journal of Euthenics, 4, 81-96.
12 Lindsay, P. & Lindsay, C. H. (1987). Teacher in Preschools and Child Care Centers: Overlooked and Undervalued. Child and Youth Care Quartery, 16(16), 91-105.   DOI   ScienceOn
13 Piaget, J. (1926). The language and thought of the child. New York: Harcourt, Brace & World
14 Min, S. Y (1994). Effects of the child care teacher's language on children's free play behaviors. Unpublished master's thesis, Yonsei University, Seoul, Korea.
15 Ministry of Health & Welfare. (2013). 2012 Educare statistics.
16 Myung, J. H. (2006). The relation of the social support for child care center teacher with job stress and perception on professionalism. Unpublished master's thesis, Sookmyung Women's University, Seoul, Korea.
17 Rubenstein, J. & Howes, C. (1979). Caregiving and infant behavior in day care and the homes. Developmental Psychology, 15(1), 1-24.   DOI
18 Aureli, T. & Procacci, M.A. (1992). Day-care experience and children's social development. Early Child Development and Care, 83, 45-54.   DOI   ScienceOn
19 Chang, E. S. (2006). The relationships of teachers' knowledge of infant development and recognition of professional. Unpublished master's thesis, Kyung Hee University, Seoul, Korea.
20 Cho, H. S. & Lee, K. M. (2004). A new system for professional preparation improving early childhood education. The Journal of Korean Teacher Education, 8(4), 219-237.
21 Choi, M. (2006). A study on the relation between professionality and job stress of the day care center teachers. Unpublished master's thesis, Sung Kyun Kwan University, Seoul, Korea.
22 Field T., Masi, W., Goldstein, S., Perry, S. & Parl, S. (1988). Infant day care facilitates preschool social behavior. Early Childhood Research Quarterly, 3, 341-359.   DOI   ScienceOn
23 Howes, C., Phillips, D. A. & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 57, 202-216.
24 Furman, W. & Buhrmester, D. (1985). Children's perceptions of the personal relationships in their social networks. Developmental Psychology, 21(6), 1016-1024.   DOI
25 Holloway, S. D. & Reichhart-Erickson, M. (1988). The relationship of day care quality to children's free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3, 39-53.   DOI   ScienceOn
26 Howes, C. & Hamilton, C. E. (1993). Child care for young children. In B. Spodek, Handbook of research on the education of young children. NY: Macmillan Publishing Co.
27 Jeon, K. A.(2003). The effect of children's peer-relationship and teacher-child relationship on social competence. Unpublished master's thesis, Chonbuk National University, Jeonju, Korea.
28 Kim, J. Y. (1997). Child care center teacher's recognition of teaching professional and role performance. Unpublished master's thesis, Ewha Womans University, Seoul, Korea.
29 Kim, K. R. (2006). A search for the teacher and the fellow relationship of the toddler showing in playing. Unpublishied doctoral dissertation, Chung-Ang University, Seoul, Korea.
30 Kim, N. S. & Lee, K. S. (2008). A study on the individual and environmental variables influencing toddlers' peer interaction styles. Journal of Early childhood education, 28(1), 159-184.
31 Sameroff, A. A., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: the limits of the possible. Development and Psychopathology, 15, 613-640.
32 Shin, H. Y. (2011). A study on the variables affecting the development in infant care teachers' professionalism. Unpublished doctoral dissertation, Catholic University, Seoul, Korea.
33 Saracho, O. N. & Spodek, B. (1993). Professionalism and the preparation of early childhood education practitioners. Early Childhood Development and Care, 89, 1-17.   DOI   ScienceOn
34 Schindler, P. J., Moely, B. E. & Frank, A. L. (1987). Time in day care and social participation of young children. Developmental Psychology, 23, 255-261.   DOI
35 Shin, H. W. (1992). Effects of the child care quality on children's free play behaviors. Unpublished master's thesis, Yonsei University, Seoul, Korea.
36 Warren, S., L.(2003). Narrative emotion coding system(NEC). In R. N. Emde, D. P. Wolf, & D. Oppenheim, (Eds). Revealing the inner worlds of young children: the macarthur story stem battery and parent-child narratives. Oxford University Press, 92-105.
37 Wiseman, D. L., Cooner, D. D. & Knight, S. L. (1999). Becoming a teacher in a field-based setting. Wadsworth Publishing Company.