• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• The Korean Journal of Community Living Science
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• v.19 no.3
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• pp.387-397
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• 2008

Recently, many childcare centers have actively participated in assessment accreditation. 115 teachers who did participate or did not participate in the accreditation process completed a structured questionnaire, We examined differences between teachers in accredited centers and in non-accredited centers in terms of their individual characteristics, work environment, the utilization of activity materials and the interaction with children. In addition, using the regression model, we analyzed the effects of several characteristics of teachers and childcare center's accreditation on the utilization of activity materials as well as the interactions between teachers and children. The main results of this study are as follows. First, overall, the level of work environment of non-accredited centers was lower than that of accredited centers. Second, compared with teachers in non-accredited centers, teachers in accredited centers used more and higher levels of activity materials, and demonstrated a higher level of interactions with children. Third, including accreditation, use of helpers had a significant effect on the interactions between teacher and children. Forth, not only the accreditation system, but also work hours, work experience, children's age and use of helpers had a significant effect on using materials in childcare activities. Conclusively, understanding the experience of teachers in accredited centers is important hi terms of facilitating the quality of activities and the interactions with children.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.197-211
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• 2012

This purpose of this study was to explore the meaning and significance of experiences encountered by preservice teachers' during their observational practicum at day care centers. This study involved one cohort of 32 junior students who were majoring in early childhood education at a 4-year university. Data was analyzed using qualitative research methodology. The findings were as follows: 1) the meaning and significance of students'experiences related to observing children was to develop a trusting relationship with children and a cooperative relationship with teachers in an unfamiliar context. 2) the meaning and significance of students'experiences in observing children was to understand the children and their circumstance. 3) the meaning and significance of students'experience in observing children was to understand the importance of listening in child-teacher spoken interaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.448-459
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• 2019

The purpose of this study is to investigate the differences between children's internal variables (gender, temperament, development) and environmental variables (teaching efficacy, teaching - child interaction, classroom environment) The data collected for this study were analyzed using descriptive statistics, reliability analysis, correlation analysis, cluster analysis, and t-test using the SPSS 22.0 program. The results are as follows. First, the peer interaction of the infant showed a difference in sex between the types. Second, children's peer interaction showed differences in interstitial temperament, language development, and cognitive development. Third, the peer interaction of young children was different between the types of environment variables such as teaching efficacy, teacher - infant interaction, and classroom environment. As a result, it is suggested that the children's social temperament will lead to healthy peer interaction, and that language development and cognitive development will lead to a positive developmental process. In this study, the meaning and meaning of children's intergenerational behaviors in children's gender and temperament, language and cognitive development, and environmental variables such as teaching efficacy, teacher - infant interaction, I checked. In addition, it is meaningful that the positive and negative peer interactions are segmented and analyzed in detail to examine the peer interaction of infants. However, the limitation of this study is that it is not possible to investigate all the fields belonging to the infant's personal variables and environmental variables.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.71-92
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• 2004

The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons.

• Journal of Fisheries and Marine Sciences Education
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• v.21 no.4
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• pp.499-507
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• 2009

The purpose of this study was to improve teachers' instruction and to identify the characteristics of interaction between teachers and children. Field excellent class instructions, which were known as the best lectures from the competition of an instruction contest in Busan, were video recorded and openly released on the internet. A teacher who won a prize for his excellent teaching at the contest demonstrated a Korean subject class on sixth grade elementary school curriculum. His instruction was analyzed by two coders based on the frame of Flanders' language interaction system. Inter-coder reliability was .967 from Scott's coefficient. From the results of the Flanders index, the major and minor instruction sequences were 4-8-2-5 and 6-0-5-4, and the teacher tended to interact with students by accepting feeling and ideas. These results could provide effective cues and information on how to to improve instruction.

• Korean Journal of Child Education & Care
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• v.19 no.2
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• pp.57-69
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• 2019

Objective: The purpose of this research was to examine the moderating effects of relationships on the association between temperament and peer play interaction. Methods: The participants were 606 four year olds who were recruited from day care centers and preschools located in Incheon and Gyeonggi province. Teacher-child relationship was measured with Student-Teacher Relationship Scale. Peer interactions were measured with Penn Interactive Peer Play Scale. Temperament was measured with Child Behavior Questionnaire (CBQ). The data was analysed using Pearson correlation and hierarchial regression. Results: Teacher-child intimacy moderated the associations between inhibitory control and play disruption as well as between emotionality and play disconnection. Moreover, Teacher-child conflict moderated the association between emotionality and play disconnection. Conclusion/Implications: The findings suggest that teacher-child relationships buffer risks conferred by temperament.

• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.47-73
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• 2013

The purpose of this study is to explore the relationships that a popular three year old child has with other children and teacher. One popular child was selected among thirteen children using peer-nomination method and participated in this study. During free choice play time, the popular child's various activities and interaction patterns were observed and analyzed. The popular child in this study had a steady intimate friendship with his best friend most of the time. However, he showed a tendency to behave as he pleased and give orders to other children who he was not in a close relationship with. He did some deliberate and premeditated acts to get praise and love from his teacher. The teacher's compensations also reinforced his intentional actions.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• Korean Journal of Human Ecology
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• v.21 no.2
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• pp.165-180
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• 2012

The purpose of the study was to prove the effect of the "Picture Book Reading Program for Mothers" developed to enhance the language competence of married immigrant women and their children. Twenty immigrant mothers with three-year-olds were recruited, and they participated in an 8-week-Picture Book Reading Program developed by the reseacher. The REVT and U-TAP were used to measure linguistic abilities for mothers while PRES was used to measure their children's linguistic abilities. Lee(2004)'s "Effect of dialogic picture book reading teacher training program for toddlers" was used to measure the mother's and children's verbal and non-verbal behaviors. The results of the study were as follows: First, by participating in the PBRPM, the mother's linguistic ability as well as children's vocabulary and receptive language have increased. Second, by participating in the PBRPM in terms of mother-child interaction, mother's verbal behaviors to children (i.e. attention and inquiring) and children's verbal behaviors(i.e. responding and imitation) have increased. In conclusion, "PBRPM" for married immigrant women and their children proved to be effective in enhancing the language competence and verbal interactions between married immigrant women and their children.