• Title/Summary/Keyword: child-teacher relationships

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Infant-Child Care Teacher Interaction : Infant Development, Teachers' Sensitivity and Early Home Environment (보육시설에서의 영아-교사 상호작용과 영아의 발달수준, 교사의 민감성 및 초기 가정환경 간의 관련성에 관한 연구)

  • Choi, Eun-Jung;Ha, Ji-Young;Seo, So-Jung
    • Korean Journal of Child Studies
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    • v.30 no.2
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    • pp.71-95
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    • 2009
  • This study investigated relationships among infant development, teacher's sensitivity, home literacy environment, and infant-teacher interaction in the child care setting. Verbal and behavioral interactions between 30 2-year-old infant-teacher pairs were video-recorded during free play activities; teachers' sensitivity was observed by trained observers; infant development was assessed by teachers; data on the early home literacy environment were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, and correlation analyses. Results indicated that boys showed more naming; girls showed more physical contact with teachers. Infants high in overall developmental level showed more behavioral interaction with teachers. Teacher's sensitivity correlated positively with behavioral imitating and negatively with questioning and nodding. Verbal interaction in the home correlated positively with nodding.

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A Comparison of Self-concept in Chinese Immigrant, Korean-Chinese, and Korean Adolescents (화교, 중국조선족, 한국 청소년들의 자아개념발달에 관한 비교 연구)

  • Lee, Sarah;Park-Choi, Hyewon
    • Korean Journal of Child Studies
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    • v.27 no.2
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    • pp.181-194
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    • 2006
  • The influence of peer relationships and teacher's support on the development of self-concept was assessed in Chinese immigrant, Korean-Chinese, and Korean middle and high school students. Subjects were 205 Chinese immigrants in Seoul, Korea, 256 Korean-Chinese in Shenyang, China, and 368 Korean adolescents in Seoul and Ulsan, Korea. Data were analyzed by ANOVA, factor analysis, and multiple regression. Results showed that the self-concept score of Korean-Chinese was highest followed by Chinese immigrants in Korea, and Korean adolescents, in that order. The self-concept of Chinese immigrant adolescents was influenced by peer relationships, of Korean-Chinese by teacher's support, of Korean adolescents by both peer relationships and teacher's support.

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The Effects of Teacher-child Intimacy Perceived by Children on Peer Acceptance : Mediating Effect of Children's Emotional Intelligence (유아가 지각한 교사-유아관계의 친밀감이 또래수용에 미치는 영향 : 유아의 정서지능의 매개효과)

  • Lee, Juyun;Ryu, Youngmi
    • Korean Journal of Childcare and Education
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    • v.17 no.1
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    • pp.65-84
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    • 2021
  • Objective: The objective of this study was to investigate the mediating effect of children's emotional intelligence on teacher-child intimacy perceived by children and peer acceptance. Methods: The participants were 134 five-year-old children(71 boys, 63 girls) attending daycare centers and kindergarten in Seoul and Gyeong-nam province. Children were interviewed to measure teacher-child intimacy and peer acceptance. Teachers completed rating scales to measure children's emotional intelligence. Data were analyzed using descriptive statistics, Pearson's correlation coefficient, three step mediated regression analysis and a Sobel test. Results: The main results are as follows. first, there were significant positive correlations of teacher-child intimacy, emotional intelligence, and children's peer acceptance. Second, children's emotional intelligence had a partial mediating effect on teacher-child intimacy and peer acceptance. Conclusion/Implications: The results of this study demonstrates links between early teacher-child relationships and children's emotional and social development. In order to promote children's peer acceptance, it is necessary to build an intimate teacher-child relationship and to improve children's emotional intelligence based on that relationship.

The Effects of Teacher's Perception of Professionalism on Child-care Practice in Respect for Child's Rights: The Mediating Effects of Teacher-Parent Co-operation (보육교사의 전문성인식이 영유아권리존중 보육실행에 미치는 영향: 교사-부모 협력 관계의 매개 효과)

  • Suyoung Yi;Soojung Kim
    • Korean Journal of Childcare and Education
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    • v.20 no.1
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    • pp.55-71
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    • 2024
  • Objective: This research aims to examine whether the perception of professional competence among childcare teachers impacts the performance of respecting young children's rights, and whether the teacher-parent cooperative relationship mediates this association. Methods: The participants in this research were 220 teachers in Daejeon who assessed the performance of respecting young children's right, the perception of professional competence, and teacher-parent cooperative relationships through an online self-report questionnaire. The data collected in this study were analyzed using the SPSS 25.0 program. Results: Firstly, the results of examining the impact of the perception of professional competence among childcare teachers and the teacher-parent cooperation relationship on childcare that respects the rights of young children showed that each variable has a statistically significant influence. Secondly, it was found that the perception of professional competence among childcare teachers directly impacts the performance of respecting young children's rights and, indirectly, through the mediating role of teacher-parent cooperative relationships. Conclusion/Implications: To ensure high-quality childcare for young children, it is essential to consider not only professional perception but also the cooperative relationship between teacher and parent.

The Influence of Human Relationships on Care Sensitivity Mediated by Work Immersion at Child Care Centers (어린이집에서의 인간관계가 직무몰입을 매개로 보육민감성에 미치는 영향)

  • Kim, Sun Hee;Lee, Wan Jeong
    • Korean Journal of Childcare and Education
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    • v.16 no.6
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    • pp.233-252
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    • 2020
  • Objective: The purpose of this study is to verify the effect of childcare teachers' positive human relationships in childcare centers on care sensitivity to children through their work immersion. Methods: The subjects of this study were child care teachers who were conveniently sampled from Incheon City. A total of 380 surveys were distributed, and a total of 334 surveys were analyzed, Poor or incomplete questionnaires collected were excluded. The. Sobel Test and Baron & Kenny's multi-regression were used for the analysis with the SPSS 23.0 program. Results: Child care teachers' positive relationships with directors, with their fellow teachers, and with parents had an influence on teachers' care sensitivity to children. Teacher's positive relationships with their fellow teachers and with parents had an influence on teachers' work immersion, which mediated the relationships between teacher's human relationship and their care sensitivity to children. Conclusion/Implications: The positive relationships of child care teachers directly and indirectly affect their sensitivity to children through teachers' work immersion.

The Effects of Child Care Teachers' Playfulness on Teacher-Young Children Interaction: Mediating Effects of Teacher Efficacy (보육교사의 놀이성이 교사-영유아 상호작용에 미치는 영향: 교사효능감의 매개효과)

  • Kim, Jong-Hoon
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.22 no.2
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    • pp.427-433
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    • 2021
  • This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.

The Influence of Parents, Peers and Teachers on the Development of Self-Concept in Korean and Korean-Chinese Elementary School Students : A Cross-Cultural Study (부모, 또래 및 교사가 아동의 자아개념발달에 미치는 영향에 관한 문화적 비교 연구 : 한국과 중국 심양 조선족 초등학생을 중심으로)

  • Park Choi, Hye-Won;Lee, Sarah
    • Korean Journal of Child Studies
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    • v.26 no.1
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    • pp.169-182
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    • 2005
  • Influence of parenting, peer relationship, and teacher's support on the development of children's self-concept was assessed in Korean and Korean-Chinese elementary school students. Subjects were 280 Korean children in Korea and 210 Korean-Chinese children in Shenyang, China. The Self-Perception Profile for Adolescents(Harter, 1988), Parenting Practice(Cho et al., 2001), and 4 items from Social Support(Koo, 2000) were used to measure self-concept, parenting, and peer relationships, respectively. Data were analyzed by Pearson's correlation, factor analysis, and multiple regression. Results revealed differential influences between the two cultures : Korean children's self-concepts were significantly influenced by his/her peer relationships and teacher's support while Korean-Chinese children's self-concepts were influenced by teacher's support and parenting.

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Exploration of variables effecting on poor adolescents' self-resilience and self-esteem : Focusing on parents' child-rearing attitudes and the quality of peer and teacher relationships (빈곤가정 청소년의 자아탄력성 및 자아존중감에 영향을 미치는 변인 탐색 : 부모의 양육태도 및 또래.교사관계의 질을 중심으로)

  • Lim, Yang-Mi
    • Journal of Korean Home Economics Education Association
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    • v.25 no.2
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    • pp.147-167
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    • 2013
  • This study aimed to analyze the relative effects of parents' child-rearing attitudes and the quality of peer and teacher relationships on poor adolescents' self-resilience and self-esteem. The subjects were 639 1st grade middle school students from the firstly poor, the secondary poor, and the thirdly poor families who participated in the Korea Child Youth Panel Surveys(KCYPS). The data were analyzed with descriptive statistics and hierarchical regressions. The results of this study were as follows. Firstly, the poor adolescents' self-resilience were influenced by the quality of peer relationships, parents' child-rearing attitudes, and the quality of teacher relationships in order and the specific variables enhancing adolescents' self-resilience were communication between adolescents and peers, trust with peers, parents' love, reasonable explanation, supervision, and teacher-adolescents' friendly relationships. Secondly, the poor adolescents' self-esteem were influenced by parents' child-rearing attitudes, the quality of peer relationships, and the quality of teacher relationships in order and the specific variables enhancing adolescents' self-esteem were parents' love, supervision, inconsistency, senses of non-alienation among peers, communication between adolescents and peers, trust with peers, and teacher-adolescents' friendly relationships. Finally, the future directions of education welfare programs targeting poor adolescents were suggested on the basis of the results.

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The Effects of a Group Theraplay Program for Enhancing Intimacy in Infant-Teacher Relationships and Adaptation to Child Care Centers (유아-교사 친밀관계 및 유아의 어린이집 적응 향상을 위한 집단치료놀이 프로그램의 효과)

  • Kim, Tae Eun
    • Korean Journal of Childcare and Education
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    • v.11 no.6
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    • pp.221-240
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    • 2015
  • This study developed a group theraplay program for enhancing intimacy in infant-teacher relationships and infant's adaptation to child care centers. And it also examined the effects of a theraplay program. The participants were 16 infants between the ages of 2-3. Each group of 8 infants was attached to the experimental or the control group. The experimental group had 45 minute group theraplay sessions two times per week for a total of 10 while the control group did not have any treatment. The Child-Teacher Relationship Scale(Pianta, 2001) and the Preschool Adjustment Questionnaire(Jewsuwan, Luster & Kostelnik, 1993) were used for pre-test and follow-up tests. Mann-Whitney U Test and Wilcoxon Matched-Pairs Signed-Ranks Test analyzed data via SPSS ver. 20.0. The results were that: (1) In the pre-test, the degree of intimacy in the infant-teacher relationship had no difference between the experimental and control group. However, in follow-up test, the degree of intimacy in the infant-teacher relationship of the experimental group was enhanced. (2) In the pre-test, the degree of adaptation to child care centers had no difference between the experimental and control group. But in the follow-up test, the degree of adaptation to child care centers of the experimental group was changed optimistically. Therefore, it can be concluded that group theraplay program is an effective means to facilitate intimacy in infant-teacher relationships and adaptation to child care centers.

Effects of Young Children's Temperament, Emotion Regulation and Teacher-Child Relationship on Prosocial Behavior (유아의 기질과 정서조절 및 교사-유아 관계가 친사회적 행동에 미치는 영향)

  • Lee, Kyung Nim;Boo, Ye Sook
    • Korean Journal of Childcare and Education
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    • v.9 no.4
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    • pp.31-53
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    • 2013
  • This study was to examine the effects of young child's temperament, emotion regulation and teacher-child relationships on young children's prosocial behavior. The subjects of this study were 374 3- 5-year old children and their teachers. The collected data were analyzed by t-test, correlations and pathway analysis. The results were as follows: First, girls' prosocial behavior was found to be higher than boys'. Second, boys' and girls' temperament were found to affect young children's prosocial behavior directly and indirectly through teacher-child relationship and emotion regulation. Third, teacher-child relationships was found to affect boys' prosocial behavior directly and to mediate between boys' temperament and emotion regulation and prosocial behavior. Additionally emotion regulation was found to be the most important variable predicting boys' and girls' prosocial behavior and to mediate between temperament and teacher-child relationship and prosocial behavior.