유아교사-부모 협력과 교사-유아 상호작용간의 관계 = Relationships between Teacher-Parent Partnerships and Teacher-Child Interactions

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate relationships between teacher-child interactions and teacher-parent partnerships in preschools. The subjects were 41 early childhood teachers at preschools in Seoul. The early childhood teachers were asked to complete questionnaires reporting their individual characteristics and teacher-parent partnerships. Interactions between teacher-child were obtained through observations during self-selected activities in the preschools. Collected data were analyzed by descriptive statistics, t-test, and correlation. The results showed that teachers were found to have positive interactions with children and they were relatively cooperative with children`s mothers. There were significant differences on teacher-child interactions and teacher-parent partnerships in terms of teacher`s job experience, educational levels, and the number of teachers in the classroom. In addition, the teacher-child interactions were negatively correlated with teacher-parent partnerships. Teachers who had more contacts with mothers were less likely to have negative interactions with children in the classroom. The results of this study imply that early childhood teacher educations need to use teacher-parent partnerships in a preschool setting.

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