교사-유아관계의 질과 교사-유아 상호작용 및 유아의 기질과의 관계 = The Relationships between The Quality of Teacher-Child Relationship, Teacher-Child Interactions, and Child Temperament

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

참고문헌 (Reference)

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