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http://dx.doi.org/10.5762/KAIS.2020.21.11.577

The Influence of the Early Childhood Teacher's Emotional Expressiveness and Play Teaching Efficacy on the Children-Teacher Interaction  

Choi, In Sook (Division of Early Childhood Education, Wonkwang Health Science University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.21, no.11, 2020 , pp. 577-585 More about this Journal
Abstract
This study examined the influence of early childhood teacher's emotional expressiveness and play teaching efficacy on children-teacher interactions. The subjects of the study were 272 early childhood teachers. The instruments were the Emotional Expressiveness Scale, Play Teaching Efficacy Scale, and Children-teacher Interaction Scale. The SPSS 22.0 program was used to analyze the results of this study, and the data were analyzed through frequency and percentage, Pearson's probability correlation, and multiple regression analysis. The results of this study were as follows. First, there was a positive correlation among positive emotional expressiveness, which is a subcategory of emotional expressiveness, play teaching efficacy, and children-teacher interaction of early childhood teachers. On the other hand, there was a negative correlation with negative emotional expressiveness, which is a subcategory of emotional expressiveness. Second, children-teacher interactions of early childhood teachers were influenced by their emotional expressiveness and play teaching efficacy. In conclusion, this study revealed a significant correlation between the emotional expression of early childhood teachers, play teaching efficacy, and the children-teacher interaction, and that both variables were factors influencing the children-teacher interactions.
Keywords
Early Childhood Teacher; Positive Emotion Expressiveness; Negative Emotion Expressiveness; Play Teaching Efficacy; Children-Teacher Interaction;
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Times Cited By KSCI : 3  (Citation Analysis)
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