참고문헌
- 강정원․김순자(2006). 유아의 부적응 행동과 교사의 교수적 스트레스 및 교사-유아 관계. 아동학회지, 27(1). 17-30.
- 구은미(2004). 보육프로그램의 질에 영향을 미치는 교사관련변인 분석. 숙명여자대학교 박사학위 청구논문.
- 김영희․강기숙․한세영(2008). 보육교사의 교사효능감과 교사-유아관계가 유아의 보육시설적응에 미치는 영향. 대한가정학회지, 46(5), 73-86.
- 문송이(2008). 유치원 교실에서 일어나는 유아행동지도와 교사의 어려움. 중앙대학교 대학원 석사학위 청구논문.
- 박수윤(2004). 유아의 기질 및 자아개념과 교사-유아간의 관계에 관한 연구. 이화여자대학교 교육대학원 석사학위 청구논문.
- 신은수(2000). 놀이에 대한 교사 효능감이 교사와 유아의 상호작용과 유아 놀이 발달에 미치는 영향. 유아교육연구, 20(1), 27-42.
- 신혜영(2004). 어린이집 교사의 직무스트레스와 효능감이 교사행동의 질에 미치는 영향. 연세대학교 박사학위 청구논문.
- 엄정애․김혜진(2005). 유치원 종일반교사의 직무스트레스에 따른 교사-유아 상호작용. 유아교육연구, 25(5), 75-100.
- 염현경(1998). 유아의 일상적 스트레스 척도 개발 및 타당화 연구. 이화여자대학교 대학원 박사학위 청구논문.
- 오경희․신유림(2010). 유아-교사의 갈등적 관계에 영향을 미치는 유아 및 교사변인. 유아교육연구, 30(2), 339-356.
- 이기형(2007). 교사의 보육신념, 보육효능감, 직무스트레스 및 영아기질과 교사-영아 상호작용과의 관계. 경희대학교 대학원 박사학위 청구논문.
- 이선애․현은자(2010). 교사-유아 관계와 유아의 또래유능성 및 자기조절능력 간의 관계연구, 아동학회지, 31(2), 1-15.
- 이수기(2005). 협동미술활동이 유아의 자기조절능력과 조망수용능력에 미치는 효과. 전남대학교 대학원 석사학위 청구논문.
- 이진숙(2001). 유아의 애착표상과 교사-유아 관계 및 사회적 능력간의 관계. 경희대학교 대학원 박사학위 청구논문.
- 천현정(2010). 보육교사의 교사효능감이 교사-영아의 상호작용에 미치는 영향. 경북대학교 과학기술대학원 석사학위 청구논문.
- 최미숙(2005). 유아교사의 교수 효능감과 전문성 인식에 따른 교사행동분석. 유아교육연구, 25(1), 195-215.
- 최승숙(2011). 교사 소진과 효능감이 교사와 영유아간의 상호작용에 미치는 영향. 충북대학교 교육대학원 석사학위 청구논문.
- 한현숙(2009). 유치원 교사의 놀이에 대한 교사효능감과 교사-유아 상호작용의 관계. 연세대학교 교육대학원 석사학위 청구논문.
- Arnett, J. (1989). Caregivers in day-care centers:Does training matter? Journal of Applied Developmental Psychology, 10, 541-552. https://doi.org/10.1016/0193-3973(89)90026-9
- Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children. Merrill-Palmer Quarterly, 53(2), 291-318.
- Barton, M. L., & Zeanag, C. H. (1990). Stress in the preschool years. In L. Arnold (Ed.), Childhood stress. John Wiley & Sons, Inc.
- Birch, S., & Ladd, G. W. (1997) The teacher-child relationship and children's early school adjustment, Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5
- Brownell, C., Etheridge, W., & Hugerford, A. (1977). Socialization of self-regulation:Continuity and discontinuity over age and context. Paper presented at the Biennial Meeting of the Society for Research in Child Development.
- Calkins, S. D., & Howes, R. B. (2004). Individual differences in self-regulation:Implications for childhood adjustment. In P. Philippot & R. S. Feldman (Eds.), The regulation of emotion (pp. 307-332). Mahwah, NJ:Lawrence Erlbaum Associates, Publishers.
- Cameron, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23 (2), 141-158. https://doi.org/10.1016/j.ecresq.2007.01.004
- Chung, L. (2000). A study of teacher factors in teacherchild relationships with preschool children. Unpublished doctoral dissertation, Nebraska University.
- Curry, N. E., & Johnson, C. N. (1990). Beyond selfesteem: Developing a genuine sense of human value. Washington DC:National Association for the Education of Young Children.
- D'Arienzo, R. V. (1981). Stress in teaching:A comparison of perceived occupational stress factors between special education and regular classroom teacher. Unpublished Doctoral Dissertation, Ausburn University.
- Eisenberg, N., & Spinrad, T. L. (2004). Emotionrelated regulation:Sharpening the definition. Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
- Eisenhower, A. S., Baker, B. L., & Blacher, J. (2007). Early student-teacher relationships of children with and without intellectual disability:Contributions of behavioral, social, and self-regulatory competence. Journal of School Psychology, 45(4), 363-383. https://doi.org/10.1016/j.jsp.2006.10.002
- Fabes, R. A., Martin, C. L., Hanish, L. D., Anders, M. C., & Madden-Derdich, D. A. (2003). Early school competence:The roles of sex-segregated play and effortful control. Developmental Psychology, 39(5), 848-858. https://doi.org/10.1037/0012-1649.39.5.848
- Green, R. W., Abidin, R. R., & Kmetz, C. (1997). The Index of Teaching Stress:A measure of studentteacher compatibility. Journal of School Psychology, 35(3), 239-259. https://doi.org/10.1016/S0022-4405(97)00006-X
- Hamre, B. K., & Pianta, R. C. (2001). Early teacherchild relationship and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 615-638.
- Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teacher' perception of conflict with young student:Looking beyond problem behavior. Social Development, 17(1), 115-136.
- Harter, S. (1998). The development of self-preservations. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, Vol.3:Social, emotional and personality development (5th ed., pp. 553- 618). New York:John Wiley and Sons.
- Harter, S. (2001). The construction of the self. New York:The Guildford Press.
- Howes, C., & Hamilton, C. (1992). Children's relationships with caregivers:Mother and child care teachers. Child Development, 63, 859-866. https://doi.org/10.2307/1131238
- Howes, C., Phillips, D., & Whitebook, M. (1992). Thresholds of quality:Implications for the social development of children in center-based child care. Child Development, 63, 449-460. https://doi.org/10.2307/1131491
- Howes, C., & Ritchie, S. (2002). A Matter of trust: Connecting teacher and learners in the early childhood classroom. New York, London: Teacher college press.
- Kendall, P. C., & Wilcox, L. E. (1979). Self-control in children:Development of a rating scale. Journal of Consulting & Clinical Psychology, 47(6), 1020-1029. https://doi.org/10.1037/0022-006X.47.6.1020
- Kesner, J. E. (2000) Teacher Characteristics and the Quality of Child-Teacher Relationships. Journal of School Psychology, 28(2), 133-149.
- Koles, B. (2005). Child care and early childhood education in Hungary:An examination of teacherchild relationship in Hungarian Preschools. Unpublished doctorial dissertation, Harvard University.
- Koles, B., O'Conner, E., & McCartney, K. (2009). Teacher-child relationship in prekindergarten: The influences of child and teacher characteristics. Journal of Early Childhood Teacher Education, 30(1), 3-21. https://doi.org/10.1080/10901020802667672
- Kyriacou, C. (2001). Teacher stress:Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
- Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn and aggressive/withdrawn children during early grade school. Child Development, 70(4), 910-929. https://doi.org/10.1111/1467-8624.00066
- Maccoby, E. E. (1980). Social development-psychological growth and the parent-child relationship. New York:Harcourt Brace Jovanovich.
- Mantzicopoulos, P. (2005). Conflictual relationship between kindergarten children and teacher: Association with child and classroom context variables. Journal of School Psychology, 43, 425-442. https://doi.org/10.1016/j.jsp.2005.09.004
- Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess head start children's appraisals of teacher support. Journal of School Psychology, 41, 431-451. https://doi.org/10.1016/j.jsp.2003.08.002
- Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors. Journal of Psychoeducational Assessment, 24(4), 367-380. https://doi.org/10.1177/0734282906290594
- Moore, S. G. (1986). Socialization in the kindergarten classroom. In B. Spodek (Ed.), Today's kindergarten (pp. 110-136). New York:Teachers College Press.
- Nesdale, D., & Pickering, K. (2006). Teachers' reactions to children's aggression. Social Development, 15, 109-127. https://doi.org/10.1111/j.1467-9507.2006.00332.x
- O'Connor, E., & McCartney, K. (2007). Examining Teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340-369. https://doi.org/10.3102/0002831207302172
- Oren, M. (2006). Child temperament, gender, teacherchild relationship, and teacher-child interactions. Unpublished doctoral dissertation, Florida state University.
- Payne, A. L. (2003). Measuring preschool children's perceptions of teacher-child relationship quality: Developing and testing the "Feelings about My School and Teachers" instrument. Unpublished doctoral dissertation, Auburn University.
- Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children's child-care experiences and concurrent development:The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43, 451-477.
- Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington DC:American Psychological Association.
- Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57(1), 61-80.
- Pianta, R., Steinberg, M., & Rollins, K. (1995). The first two year of school:Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312. https://doi.org/10.1017/S0954579400006519
- Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality:The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120. https://doi.org/10.1016/j.ecresq.2008.12.003
- Russell, A., Pettit, G. S., & Mize, J. (1998). Horizontal qualities in parent-child relationships:Parallels with and possible consequences for children's peer relationships. Developmental Review, 18, 313-352. https://doi.org/10.1006/drev.1997.0466
- Shaffer, D. R. (2000). Social and personality development. University of Georgia:Wadsworth.
- Smith, M. W. (2001). Social and educational competencies: Contribution to young African-American Children's peer acceptance. Early Education & Development, 12(1), 49-72. https://doi.org/10.1207/s15566935eed1201_4
- Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy:capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
- Valeski, T. N., & Stipek, D. J. (2001). Young children's feelings about school. Child Development, 72, 1198-1213. https://doi.org/10.1111/1467-8624.00342
- Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationship:Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30(5), 485-494. https://doi.org/10.2224/sbp.2002.30.5.485
피인용 문헌
- An Analysis of the Effects of Child-Peer Interaction on Three-Year-Old Children: Focusing on Moderating Effects of Child Gender and Mediating Effects of Teacher-Child Interaction vol.39, pp.4, 2018, https://doi.org/10.5723/kjcs.2018.39.4.117
- Wie geht's dir im Kindergarten? vol.7, pp.3, 2018, https://doi.org/10.1026/2191-9186/a000383