영아의 애착 안정성에 영향을 미치는 영아 및 교사의 기질 요인에 관한 연구 = (A) study of infant and teacher temperament aspects influencing on infant's attachment security

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the relationships between infant and teacher temperament aspects influencing on infant's attachment security. The subjects of this study were 97 infants from 12 to 35 months and 20 teachers taking care of them in 7 day-care centers located in Chonbuk Province.
The research tool to measure the infant-teacher attachment security used in this study is Attachment Q-set(version 3.0) devised by Water and Dean(1987) which Kim Sun Jung(1998) modified and translated into a version for teachers.
The research method to measure infant's temperament is Child Temperament Scale used to typify temperaments of Korean infants which is devised by Chun Young Hee(1998), and the research tool measure the teacher's temperament is DOTS-R for adults devised by Windle and Lerner(1986) which was modified and translated by Kim Jung Min(1992).
The results of this study can be summarized as follows.
First, an adaptability of infant's temperament aspect showed that an activeness and emotionality have a meaningful positive correlation. In the activeness aspect, an responsiveness only displayed a meaningful correlation.
Second, in the case of the teacher's temperament aspect, a general activeness standard showed that the activeness after sleeping and regularity of daily habit have a meaningful positive correlation, and an ability to maintain one's attention has a meaningful negative correlation. In the activeness standard aspect after sleeping, it proved that an approach/withdrawal and regularity of daily habit only have a meaningful positive correlation. In the approach/withdrawal aspect, it turned out that a mood and regularity of daily habit have a meaningful positive correlation, whereas regularity of sleeping and preservation of health, and an attention or concentration have a meaningful negative correlation. In flexibility/rigidity aspect, it turned out that sleeping, the preservation of health, and the regularity of daily habit have a meaningful positive correlation, while mood and attention or concentration have a meaningful negative correlation. In the mood aspect, it proved that regularity of sleeping and preservation of health have a meaningful negative correlation, whereas the attention or concentration has a meaningful positive correlation. In the case of the regularity aspect after sleeping, it showed that the preservation of health and regularity of daily habit have a meaningful positive correlation, but the attention or concentration has a meaning negative correlation. In the regularity aspect when preserving one's health, it proved that the only regularity of daily habit only has a meaningful positive correlation. In the attention or concentration aspect, it turned out that an ability to maintain one's attention only has a meaningful positive correlation.
Third, in the relationship between infant temperaments and infant-teacher attachment security, the responsiveness of infant temperaments only displayed a meaningful positive correlation.
Fourth, in the relationship between teacher temperaments and infant-teacher attachment security, the general activeness standard of teacher temperaments displayed a meaningful negative correlation.

목차 (Table of Contents)

• 목차 = iv
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• II. 이론적 배경 = 5
• 1. 애착의 개념과 발달 = 5
• 1) 애착의 개념 = 5
• 2) 애착의 발달 = 6
• 2. 영아-교사간의 애착 = 9
• 3. 영아-교사간의 애착 관련 변인 = 11
• III. 연구 방법 = 17
• 1. 연구 대상 = 17
• 2. 연구 도구 = 19
• 3. 연구 절차 = 23
• 4. 자료 분석 = 25
• IV. 연구결과 및 해석 = 26
• 1. 영아 및 교사 기질의 하위차원들간의 관계 분석 = 26
• 2. 기질 요인들과 애착 안정성간의 관계 분석 = 30
• V. 논의 및 결론 = 33
• 1. 논의 = 33
• 2. 결론 = 37
• 참고 문헌 = 39
• ABSTRACT = 47
• 부록 = 50