Korean Journal of Human Ecology (한국생활과학회지)

Korean Association of Human Ecology (한국생활과학회)
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Relationships between teacher's recognition of professionalism, child's gender, term care and child's social interaction behavior

교사의 전문성 인식, 유아의 성별 및 보육기간과 유아의 사회적 상호작용 행동

  • Received : 2013.09.10
  • Accepted : 2013.10.02
  • Published : 2013.10.30
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Abstract

The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.

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References

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