• 한국보육지원학회지
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• 제9권2호
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• pp.47-73
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• 2013

본 연구에서는 만3세 인기아의 친구와 교사관계에 대해 알아보았다. 총 48회 참여 관찰을 통하여 자료를 수집하였으며 개별 면담, 교사 면담, 현장일지 등을 분석에 포함하였다. 인기아는 단짝 친구와 상호적 친구관계를 유지하면서 서로 도와주고 양보하는 모습을 보였지만 다른 또래 유아에게는 배타적인 모습을 보였다. 교사가 의도적으로 분리했을 경우에는 단짝친구와 돈독한 친분을 유지하다가 제약이 풀리자 친한 관계가 사라져버리기도 했다. 반면 인기아는 친하지 않은 친구에게 지시적으로 대하고 자신이 원하는 대로 행동하는 모습을 보였다. 또한 인기아는 교사의 사랑과 칭찬을 받기 위해 의도적인 행동을 많이 했으며, 이러한 행동을 통해 교사로부터 보상을 받고 다시 강화를 받는 순환적인 경험을 하였다. 본 연구에서는 사회적 관계가 시작되는 만 3세 인기아의 삶 속에 들어가 친구와 교사와의 관계가 어떠한지 살펴봄으로써 인기아의 사회적 관계에 대해 알아보았다.

• International Journal of Advanced Culture Technology
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• 제6권4호
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• pp.39-44
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• 2018

The purpose of the study was to investigate the effects of early childhood teachers' professionalism and teaching efficacy on their teacher-child interaction. A total of 761 early childhood teachers working at childcare centers and kindergartens in South Korea were selected as the participants for the study. The study variables were measured using survey questionnaires. Pearson's correlation analyses and regression analyses along with Sobel test were conducted. The results demonstrated that early childhood teachers' teaching efficacy had a significant mediation effect on the relationship between their professionalism and teacher-child interaction. The results suggest the need to support early childhood teachers' recognition and development of professionalism as well as teaching efficacy that result in positive teacher-child interaction.

• 아동학회지
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• 제22권4호
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• pp.225-241
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• 2001

This study examines the effect that mathematics teaching efficacy has on teacher's mathematics education practices. Data was obtained from 220 kindergarten teachers who responded to the questionnaire, the mathematics teaching efficacy belief instrument (developed by Enochs). Among these 220 teachers, upper and lower 5 % of the teachers on mathematics teaching efficacy belief were chosen to identify the influence of mathematics teaching efficacy on mathematics activity style, teaching strategy, and teacher-child interaction. The results indicated that teacher's interest in math, previous participation in mathematics teaching method course mainly influenced mathematics teaching self-efficacy. Teachers with high mathematics teaching efficacy belief preferred providing mathematical learning activity than providing other learning areas. They employed effective mathematics teaching strategy such as high and medium cognitive distancing strategy and established positive teacher-child relationship. Implications for teacher education and professional development activities were discussed.

• 아동학회지
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• 제9권1호
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• pp.81-91
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• 1988

The present research studied the relationship between children's social competence and popularity and examined popularity variables for the prediction of children's social competence. The subjects of this study were 80 children, 40 boys and 40 girls at age 5. Children's social competence was measured by the children's teachers with the use of the Social Competence Scale (Kohn & Rossman, 1972). Children's popularity and unpopularity were obtained from the subjects with the use of Moore's (1973) Sociometric Status Test. Teacher's estimate of the popularity of children was obtained with the use of Connolly & Doyle's (1981) Teacher Rankings of Popularity. The analysis of the data was by Pearson's Correlation Coefficient, and Stepwise Multiple Regression. There were significant relationships between children's social competence and popularity (children's popularity, children's unpopularity, teacher's popularity). Teacher's estimate of child's popularity was the best variable with which to predict children's social competence, the second best variable was children's popularity as measured by Moore's Sociometric Test.

• 한국보육지원학회지
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• 제17권2호
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• 한국보육지원학회지
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• 제14권4호
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• pp.25-41
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• 2018

Objective: The purpose of this study was to examine the effects of parent-teacher relationships on mothers' parenting efficacy especially for toddlers. Methods: 225 mothers of toddlers completed questionnaires on parent-teacher relationships and parenting efficacy. This study used technical statistics, Pearson's correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: First, there was a significant correlation between parent-teacher relationships and mothers' parenting efficacy. Second, the parent-teacher relationships was an important factor in predicting mothers' parenting efficacy. In particular, when a teacher and mother develop practical collaboration for caring for and educating a child, the mothers' parenting efficacy was higher. Conclusion/Implications: These findings indicate that the parent-teacher relationship is a significant factor in order to improve the quality of parenting. The results especially support the importance of collaboration between teachers and parents and suggest that we need to find practical ways for collaborating in the field. Limitations of this study and implications for future research were discussed.

• 한국생활과학회지
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• 제18권2호
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• pp.341-351
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• 2009

This study shows that Art therapy has positive effects on ADHD child's problem behavior and child relationship. Also we want to provide more data to education field. We work with 3 children. They are recommended by their class teacher and they are attending J elementary school which is located in K city in Chunbuk. The experiment period was 7 weeks - 2 times a week, total is 14th- and each time required was 40-60 minutes when they finish their school. Since we want to see each ADHD child's results, we use ADHD teacher evaluating measure and Child relationship measure to compare the results after the fact. The results are Art therapy has positive effects on the ADHD child's problem behavior specially concentration, excess behavior, social skill, hostile behavior and aggregation with same ages, sociality, lack of sociality, exclusive, unstable, and hypersensitiveness.

• 한국보육지원학회지
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• 제15권5호
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• 아동학회지
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• 제31권2호
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• pp.135-150
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• 2010

This qualitative study explored the causes of student teacher stress during an early childhood teaching practicum and investigated the ways in which student teachers cope with this stress. Four student teachers in the same practicum placement were individually interviewed. The findings revealed that stress arose over a variety of concerns including both lack of professional knowledge related to the teaching practice and the challenges involved in establishing a positive relationship with their cooperating teacher, the parents and staff. The stress experienced by the student teacher was accompanied by physical symptoms such as exhaustion, fatigue, and the onset of vulnerability to colds. However, the students were found to be generally unsuccessful in managing their stress effectively. The results suggest that attempts to improve the practicum environment should be accompanied by academic interests and practical issues related to these stresses and that there is a clear need for programs designed to assist student teachers develop stress management skills.

• 한국보육지원학회지
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• 제12권4호
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• pp.93-110
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• 2016

The purpose of this study was to analyze the effects of toddler's temperament and toddler-teacher relationship on their peer interaction, focusing on gender differences. A total of 221 toddlers(122 boys and 99 girls) attending 16 child care centers in South Korea participated in this study. Each toddler was observed during a free-play period in the classroom over 4 sessions of 5 minutes, so a total of 20 minutes was measured. Two observers scored recorded observation scenes with two peer interaction criteria, including interaction initiation and interaction participation level. The main results of this study are as follows: First, there was a signigicant gender difference in peer interaction and toddler's temperament and toddler-teacher relationship. Second, the factor of toddler-teacher relationship significantly predicted the boys' peer interaction, while for the girls, the significant predictor was intentional control of temperamental factors. Further, implications for different approaches according to the gender difference of the affecting factor on toddlers' peer interaction have been discussed.