References
- 강정원, 김순자 (2006). 유아의 부적응 행동과 교사의 교수적 스트레스 및 교사-유아 관계. 아동학회지, 27(1), 17-30.
- 권연희 (2011). 남녀 유아의 의도적 통제가 행동 문제에 미치는 영향에 대한 교사-유아 관계의 매개 효과. 한국생활과학회지, 20(3), 595-609.
- 김난실, 이기숙 (2008). 개인적, 환경적 변인에 따른 영아의 또래 상호작용 형태. 유아교육연구, 28(1), 159-184.
- 김민희 (2010). 영아의 사회․정서적 적응과 성, 연령, 기질 및 어머니의 양육행동의 관계. 가톨 릭대학교 대학원 석사학위논문.
- 김향, 이소은 (2014). 영아의 기질 및 어머니의 양육태도가 어린이집에서 나타나는 영아의 문제 행동에 미치는 영향. 아동과 권리, 18(1), 123-146.
- 박영아 (2013). 유아의 사회적 자아개념과 교사-유아 관계가 어린이집 적응에 미치는 영향에서의 성별 차이. 한국영유아보육학, 76, 1-24.
- 배윤진, 임지영 (2011). 의도적 통제 (Effortful Control) 관련 논문의 연구 동향. 한국생활과학회지, 20(1), 57-70. https://doi.org/10.5934/KJHE.2011.20.1.057
- 보건복지부 (2015). 2015 보건복지통계연보. http://www.mohw.go.kr/front_new/jb/sjb030301vw.jsp?PAR_MENU_ID=03&MENU_ID=0329&CONT_SEQ=328761&page=1에서 2016년 4월 10일 인출
- 성미영 (2014). 유아의 행동규제 및 정서규제 능력이 또래 놀이행동에 미치는 영향: 성별에 따른 차이를 중심으로. 대한가정학회, 52(5), 541-549.
- 유희정 (2008). 만 2 세아의 성과 기질, 대상에 따른 비언어적 의사소통 분석. 이화여자대학교 박사학위논문.
- 이순형, 김정연 (1997). 보육시설내 성별에 따른 영아와 교사 및 또래간의 사회적 상호작용. 아동학회지, 18(1), 23-38.
- 이지영 (1997). 또래관계에서 사용하는 유아의 사회적 문제해결 행동. 이화여자대학교 대학원 석사학위논문.
- 이진숙, 한지현 (2004). 어머니의 부모 효능감과 양육행동이 유아의 사회적 능력에 미치는 영향. 한국가정관리학회지, 22(6), 63-73.
- 이희영, 최태진 (2008). 부모의 양육태도와 아동의 사회적 유능감 및 개인주의-집단주의 성향의 관계. 동북아 문화연구, 16, 371-391.
- 하지영, 서소정 (2011). 영아와 교사의 상호작용에 관한 단기종단연구. 열린유아교육연구, 16(2), 109-140.
- Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229. https://doi.org/10.1016/j.jsp.2006.02.002
- Barbu, S. (2003). Stability and flexibility in preschoolers' social networks: a dynamic analysis of socially directed behavior allocation. Journal of Comparative Psychology, 117(4), 429-439. https://doi.org/10.1037/0735-7036.117.4.429
- Billman, J., & McDevitt, S. C. (1980). Convergence of parent and observer ratings of temperament with observations of peer interaction in nursery school. Child Development, 51(2), 395-400. https://doi.org/10.2307/1129272
- Carlo, G., Roesch, S. C., Knight, G. P., & Koller, S. H. (2001). Between-or within-culture variation?: Culture group as a moderator of the relations between individual differences and resource allocation preferences. Journal of Applied Developmental Psychology, 22(6), 559-579. https://doi.org/10.1016/S0193-3973(01)00094-6
- DeMulder, E. K., Denham, S., Schmidt, M., & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology, 36(2), 274-282. https://doi.org/10.1037/0012-1649.36.2.274
- Dennis, T. A., Brotman, L. M., Huang, K. Y., & Gouley, K. K. (2007). Effortful control, social competence, and adjustment problems in children at risk for psychopathology. Journal of Clinical Child and Adolescent Psychology, 36(3), 442-454. https://doi.org/10.1080/15374410701448513
- Deynoot-Schaub, M. G., & Riksen-Walraven, J. M. (2006). Peer interaction in child care centres at 15 and 23 months: Stability and links with children's socio-emotional adjustment. Infant Behavior and Development, 29(2), 276-288. https://doi.org/10.1016/j.infbeh.2005.12.005
- Doll, B. (1996). Children without friends: Implications for practice and policy. School Psychology Review, 25(2), 165-182.
- Eckerman, C. O. (1996). Early social-communicative development: Illustrative developmental analyses. In R. B. Cairns, G. H. Elder Jr., & J. E. J. Costello (Eds.), Developmental Science (pp. 135-167). NY: Cambridge University Press.
- Eisenberg, N., Cameron, E., Tryon, K., & Dodez, R. (1981). Socialization of prosocial behavior in the preschool classroom. Developmental Psychology, 17(6), 773-782. https://doi.org/10.1037/0012-1649.17.6.773
- Eisenberg, N., Smith, C. L., Sadovsky, A., Spinrad, T. L., Baumeister, R. F., & Vohs, K. D. (2004). Handbook of self-regulation: Research, theory, and applications. NY: Guilford Press
- Eisenberg, N., & Spinrad, T. L. (2004). Emotion‐related regulation: Sharpening the definition. Child Development, 75(2), 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x
- Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92-105. https://doi.org/10.1016/j.ecresq.2008.09.002
- Fein, G. G., Gariboldi, A., & Boni, R. (1993). The adjustment of infants and toddlers to group care: The first 6 months. Early Childhood Research Quarterly, 8(1), 1-14. https://doi.org/10.1016/S0885-2006(05)80095-X
- Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
- Holloway, S. D., & Reichhart-Erickson, M. (1988). The relationship of day care quality to children's free-play behavior and social problem-solving skills. Early Childhood Research Quarterly, 3(1), 39-53. https://doi.org/10.1016/0885-2006(88)90028-2
- Howes, C. (1987). Social competence with peers in young children: Developmental sequences. Developmental Review, 7(3), 252-272. https://doi.org/10.1016/0273-2297(87)90014-1
- Howes, C. (2000). Social‐emotional classroom climate in child care, child‐teacher relationships and children's second grade peer relations. Social Development, 9(2), 191-204. https://doi.org/10.1111/1467-9507.00119
- Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child‐caregiver and child‐peer relationships. Child Development, 69(2), 418-426. https://doi.org/10.1111/j.1467-8624.1998.tb06199.x
- Howes, C., & Matheson, C. C. (1992). Sequences in the development of competent play with peers: Social and social pretend play. Developmental Psychology, 28(5), 961-974. https://doi.org/10.1037/0012-1649.28.5.961
- Howes, C., & Phillipsen, L. (1998). Continuity in children's relations with peers. Social Development, 7(3), 340-349. https://doi.org/10.1111/1467-9507.00071
- Howes, C., Rubin, K. H., Ross, H. S., & French, D. C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development, 53(1), i-92.
- Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children's play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10(4), 381-404. https://doi.org/10.1016/0885-2006(95)90013-6
- Kochanska, G., Barry, R. A., Aksan, N., & Boldt, L. J. (2008). A developmental model of maternal and child contributions to disruptive conduct: The first six years. Journal of Child Psychology and Psychiatry, 49(11), 1220-1227. https://doi.org/10.1111/j.1469-7610.2008.01932.x
- Kochanska, G., & Knaack, A. (2003). Effortful control as a personality characteristic of young children: Antecedents, correlates, and consequences. Journal of Personality, 71(6), 1087-1112. https://doi.org/10.1111/1467-6494.7106008
- Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220-232. https://doi.org/10.1037/0012-1649.36.2.220
- Kontos, S., Burchinal, M., Howes, C., Wisseh, S., & Galinsky, E. (2002). An eco-behavioral approach to examining the contextual effects of early childhood classrooms. Early Childhood Research Quarterly, 17(2), 239-258. https://doi.org/10.1016/S0885-2006(02)00147-3
- Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Child Development, 72(5), 1579-1601. https://doi.org/10.1111/1467-8624.00366
- LaFreniere, P., Masataka, N., Butovskaya, M., Chen, Q., Auxiliadora Dessen, M., Atwanger, K., et al. (2002). Cross-cultural analysis of social competence and behavior problems in preschoolers. Early Education and Development, 13(2), 201-220. https://doi.org/10.1207/s15566935eed1302_6
- Lengua, L. J., & Kovacs, E. A. (2005). Bidirectional associations between temperament and parenting and the prediction of adjustment problems in middle childhood. Journal of Applied Developmental Psychology, 26(1), 21-38. https://doi.org/10.1016/j.appdev.2004.10.001
- Mendez, J. L., Fantuzzo, J., & Cicchetti, D. (2002). Profiles of social competence among low-income African American preschool children. Child Development, 73(4), 1085-1100. https://doi.org/10.1111/1467-8624.00459
- Murphy, B. C., Shepard, S. A., Eisenberg, N., & Fabes, R. A. (2004). Concurrent and across time prediction of young adolescents' social functioning: The role of emotionality and regulation. Social Development, 13(1), 56-86. https://doi.org/10.1111/j.1467-9507.2004.00257.x
- O'Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), 120-162. https://doi.org/10.3102/0002831210365008
- Phillips, D., McCartney, K., & Scarr, S. (1987). Child-care quality and children's social development. Developmental Psychology, 23(4), 537. https://doi.org/10.1037/0012-1649.23.4.537
- Pianta, R. (2001). Student-teacher relationship scale-short form. Lutz, FL: Psycho-logica I Assessment Resources.
- Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
- Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The Early Childhood Behavior Questionnaire. Infant Behavior and Development, 29(3), 386-401. https://doi.org/10.1016/j.infbeh.2006.01.004
- Rothbart, M. K. (2011). Becoming who we are: Temperament and Personality in Development. NY: Guilford Press.
- Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. Handbook of Child Psychology. NJ, Hoboken: John Wiley & Sons, Inc.
- Rubin, K. H., Hastings, P., Chen, X., Stewart, S., & McNichol, K. (1998). Intrapersonal and maternal correlates of aggression, conflict, and externalizing problems in toddlers. Child Development, 69(6), 1614-1629. https://doi.org/10.1111/j.1467-8624.1998.tb06180.x
- 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(2), 107-120. https://doi.org/10.1016/j.ecresq.2008.12.003
- Russell, A., Hart, C., Robinson, C., & Olsen, S. (2003). Children's sociable and aggressive behaviour with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27(1), 74-86. https://doi.org/10.1080/01650250244000038
- 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(3), 313-352. https://doi.org/10.1006/drev.1997.0466
- Shaffer, D. (2008). Social and personality development. Belmont: Nelson Education.
- Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39-60. https://doi.org/10.1016/j.jsp.2004.11.003
- Spinrad, T. L., Eisenberg, N., Cumberland, A., Fabes, R. A., Valiente, C., Shepard, S. A., et al. (2006). Relation of emotion-related regulation to children's social competence: A longitudinal study. Emotion, 6(3), 498-510. https://doi.org/10.1037/1528-3542.6.3.498
- Vaughn, B. E., Shin, N., Kim, M., Coppola, G., Krzysik, L., Santos, A. J., et al. (2009). Hierarchical models of social competence in preschool children: A multisite, multinational study. Child Development, 80(6), 1775-1796. https://doi.org/10.1111/j.1467-8624.2009.01367.x
- Williams, S. T., Ontai, L. L., & Mastergeorge, A. M. (2007). Reformulating infant and toddler social competence with peers. Infant Behavior and Development, 30(2), 353-365. https://doi.org/10.1016/j.infbeh.2006.10.008
- Williams, S. T., Ontai, L. L., & Mastergeorge, A. M. (2010). The development of peer interaction in infancy: Exploring the dyadic processes. Social Development, 19(2), 348-368. https://doi.org/10.1111/j.1467-9507.2009.00542.x
- Zhou, Q., Eisenberg, N., Wang, Y., & Reiser, M. (2004). Chinese children's effortful control and dispositional anger/frustration: relations to parenting styles and children's social functioning. Developmental Psychology, 40(3), 352-366. https://doi.org/10.1037/0012-1649.40.3.352
Cited by
- Infant’s Negative Emotionality as a Potential Moderator Between Teacher’s Emotion-Related Socialization Behaviors and Infant’s Emotional Intelligence vol.42, pp.2, 2021, https://doi.org/10.5723/kjcs.2021.42.2.159