유아의 어머니, 교사, 또래와의 관계와 유치원 적응 = Maternal, Teacher, and Peer Relationship and Preschool Children`s School Adjustment

다국어 초록 (Multilingual Abstract)

The research examined relations between measures of child-mother and child-teacher relationships and children’s early school adjustment. The sample consisted of 236 children from half-day preschool. Teachers were to rate both children’s school adjustment and child-teacher relationship, mothers were to assess the child-mother relationship and their children’s peer relationship. Results suggested that the qualities of child-mother and child-teacher relationships were linked with children’s early adjustment. Having a friend and number of friends were related to the children’s school adjustment. In addition, the quality of the child-mother relationship appeared to affect the quality of the relationship a child formed with a teacher. This study suggested that the adult-child relationship might serve important support functions for young children in their attempts to adjust to the school environment. The findings of this investigation raised important implication for educators in terms of teacher education.