• 대한가정학회지
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• 제36권3호
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• pp.117-130
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• 1998

The purpose of this study was to investigate the relationship between mothers' parenting behavior and preschoolers' attachment security to their mother and preschoolers' social competence. The sample were 44 mothers and their 49-56 months old preschoolers. The instruments for this study were the modified IPBI(Iowa Parent Behavior Inventory: Mother Form), the Attachment Q-set by Waters and the modified ISCS(Iowa Social Competence Scales: Preschool Form). The data were analyzed by frequency, t-test, Pearson's r, and Multiple Regression Analysis. Major findings were that the responsive maternal parenting behavior was positively related to the preschoolers' attachment security. The guidance of maternal parenting behavior was positively related preschoolers' social activator of social competence. And there were significant correlations between the preschoolers' attachment security and social competence. The attachment security was positively related to the socially activating and cooperative competence.

• 한국지역사회생활과학회지
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• 제21권4호
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• pp.517-528
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• 2010

The number of young children who attend daycare center, preschool or kindergarten and are taken care of by teachers during a day has skyrocketed in Korea. The purpose of this study was to analyze the contents of the research on infant/child-teacher attachment in Korea. Thirty five studies (5 doctoral dissertations, 24 masters' theses, and 6 academic journal articles) published from 1993 to 2010 were analyzed in the matter of the publication period, the related variables, and methodology for analyzing the data. The findings are as follows: 1) More than two-thirds of the research were from masters' theses. The number of studies conducted in the late 2000s doubled compared to that in the 1990s. 2) Each study on infant/child-teacher attachment had at least one related variable regarding social, emotional, cognitive or physical development, but not language. The studies on infant/child-teacher attachment related to social development have rapidly increased in the late 2000s. 3) The majority of studies were conducted using quantitative analyses and Attachment Q-set version 3.0. Difference analysis and relational analysis were most frequently used in many studies. There was only one study which was analysed with the advanced statistical methodology. The implication for a future study was also discussed.

• 수산해양교육연구
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• 제27권3호
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• pp.601-613
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• 2015

This study investigated peer competence according to children's types of multiple attachment for mothers and teachers. The subjects of this study were 129 five-year old children and their 7 teachers who attend 3 kindergarten in Busan. They completed Attachment Story Completion Task(ASCT), Attachment Q-set and Peer Competence Measure. Collected data were analyzed using t-test and two-way ANOVA. The major results of this study were as follows: First, for mother, children who were securely attached showed higher peer competence than children who were insecurely attached. Girls showed higher peer competence than boys. No significant differences were found between securely attached and insecurely attached children with teachers. Girls showed higher peer competence than boys. Second, children who were attached both mother and teacher or either mother or teacher showed higher competence than children who were insecurely attached with both mother and teacher.