• Proceedings of the KAIS Fall Conference
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• 2012.05a
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• pp.219-223
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• 2012

본 연구는 D시와 G시에 소재한 어린이집 13기관에 재원 중인 영아 238명과 해당 영아의 어머니와 아버지 각 238명, 담임교사 45명(총 45학급)을 대상으로 영아의 기질과 어린이집 적응 변인이 교사의 직무만족과 교사-영아 관계에 어떠한 직 간접적인 영향력을 갖는지를 알아보고자 구조방정식 모형을 통해 분석하였다. 본 연구결과, 영아의 기질이 교사의 직무만족에 의해 매개되어 교사-영아관계에 영향을 미치는 것으로 나타났으며 영아의 어린이집 적응 또한 직무만족에 의해 매개되어 교사-영아관계에 영향을 미치는 것을 알 수 있었다. 따라서 교사의 직무만족은 교사-영아관계에 영향을 미치는 영아의 기질과 어린이집 적응, 두 잠재 변인 간의 매개 변인이다. 특히 영아의 기질은 교사의 직무만족과 교사-영아관계에 미치는 영향력이 영아의 어린이집 적응보다 크게 나타났으며, 영아-교사관계에는 기질이나 적응이 미치는 직접효과가 직무만족을 매개로한 간접효과보다 크게 작용하고 있었다. 이러한 결과는 영아와 교사관계에 있어서 영아의 기질변인이 중요함을 드러내준다. 그러므로 본 연구는 다양한 변인간의 관계를 규명함으로서 영아 연구 범위의 폭을 확장하였다는 의의가 있다.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.101-128
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• 2013

This study investigated the interactions between infants of differing natures and teachers in a nursery, and to find the right way to foster the relationship. This study was carried out for 13 weeks, in a class consisting of eight children between one and two years old and with two teachers. The sources of data collection included observations, interviews with teachers, taking videos and voice recording. The results were as follows. (1) Infants with different natures show different reactions in the same situation and it affects the interaction between them and the teachers. (2) The types of interactions among infants with different natures are distinct and the interaction is influenced by factors other than just their nature. A constant interaction between infants and teachers based on the natures of infants and situational reacting strategies toward infants tremendously influence infants' development.

• Korean Journal of Childcare and Education
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• v.6 no.1
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• pp.67-93
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• 2010

The purpose of the present study was to examine how 25~36-month-old toddlers' temperament, mother's rearing attitude, teacher interaction relates to their language abilities and to analyze the predictive power of these variables in predicting language ability. The subjects were 206 toddlers, 206 mothers and 38 class teachers at child care center in G metropolitan city. The collected data were analyzed using Pearson's correlation analysis and stepwise multiple regression analysis on SPSS program. The results of this study were as follow. First, there was a significant relationship between mother's rearing attitude, teacher interaction and toddlers language abilities. However, toddlers' temperament showed no significant correlations with toddlers language abilities. Second, teacher's positive attitude was the best predictor of toddlers language abilities. Toddlers' reactivity and mother's rational guidance were also predictors of toddlers' language abilities.

• Korean Journal of Childcare and Education
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• v.3 no.1
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• pp.89-107
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• 2007

The purposes of this study were to investigate child care teacher's job Satisfaction and infant temperament associated with teacher-infant relationship in the infant class. The subjects were 175 infants and 50 their teachers in Chung Ju City. The collected data were analyzed by paired sample t-test, ANOVA using the SPSSWIN Computer Program. The results of this study were; First, Child Care teacher's job Satisfaction the infant class was high in teachers with low age group. Second, Child Care teacher's job Satisfaction in the infant class was high in teachers were positively related to intimacy of teacher-infant relationship. Finally, Infant temperament were no related to teacher-student relationship.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.103-123
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• 2018

This study investigated the structural relationships among infant's cognitive and communication ability, temperament, teacher-infants interaction, and mothers' parenting stress. Subjects used in this study were 249 infnats whose mean age of 30.21 months, and who were attended in preschool in S city. Research instruments used in collecting data were 'K-ASQ(Korean Ages and Stages Questionnaires)', 'EAS(Emotionality, Activity, and Sociability-Temperament Survey for Children-Parental Ratings)', 'PSI/SF(Parenting Stress Index/ Short Form)', 'ECOI'. The collected data were analyzed through SPSS 18.0 and AMOS 18.0 program. Pearson's correlation and Structural equation model analysis were used to analyze the data. Findings are as follows. First, there were positive correlations between infant's cognitive and communication ability with social-ability temperament, teacher-infants interaction. There were negative correlations between infant's cognitive and communication ability with infant's emotionality temperament, mothers' parenting stress. Second, social-ability temperament directly affected disposition toward cognitive ability, but in-direct effect was not significant. Emotionality temperament partially mediated the effects of parenting stress toward cognitive ability. Third, social ability directly affected disposition toward language ability, but in-direct effect was not significant. There has no significant path of temperament to teacher-child interaction, but teacher-child interaction has direct effect to infant's cognitive ability. Finally, all path about infant's communication ability were not significant.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.1-17
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• 2016

The objective of the study is to find out the effects of toddler's temperament and mother's parenting behavior on the development of vocabulary ability. The study was conducted with 299 infants between the ages of 18 and 24 months and their mothers in 47 day care centers in I city, Jeollabukdo. The results of the study are as follows. First, according to the correlation between infant's temperament and vocabulary based on the composition of temperament, approach-avoidance, adaptability, and mood showed a negative correlation with receptive and expressive vocabulary, and response intensity showed a positive correlation with receptive vocabulary. Second, according to the relation between mother's parenting behavior and infant's vocabulary ability based on the sub-factors of mother's parenting behavior, instructional parenting behavior and setting-limits parenting behavior showed a positive correlation with receptive and expressive vocabulary. Third, according to the effects of infant's temperament and mother's parenting behavior on the development of infant's vocabulary ability, as for the understanding of vocabulary, the explanation power of approach-avoidance is the highest, followed by instructional parenting behavior, response intensity, and mood. As for expressive vocabulary, the explanation power of instructional parenting behavior is the highest, followed by mood, response intensity and activity. In the development of infant's vocabulary ability, it was found that receptive vocabulary was affected the most by approach-avoidance, and expressive vocabulary was affected the most by instructional parenting behavior. Mothers will have to have interrelation skills suitable for temperament for the development of infant's receptive vocabulary, and have parenting behavior expressing the traits of things and events for the development of expressive vocabulary.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.1-17
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• 2007

The subjects, 114 mothers with infants from 6- to 24- months of age, were administered the Infant Behavior Questionnaire-Revised(Gartstein & Rothbart, 2003), Adult Temperament Questionnaire(Derryberry & Rothbart, 1988) and Parenting Efficacy(Park & Rha, 2003; Lederman, Weigarten & Lederman, 1981) Boys were more distressed than girls in limitation and in falling reactivity/rate of recovery. Parenting efficacy was greater for mothers with daughters than mothers with sons. Infants' fear and distress to limitation correlated positively with mothers' sadness. Infants' attention span correlated positively with mothers' attentional control, inhibition control and positive control. Parenting efficacy was higher in mothers whose children fall asleep easily and have longer attention spans. Mothers' positive affect and activation control increased and frustration decreased parenting efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.279-291
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• 2016

The objective of this study is to determine the structural relationships among the infant's temperament, father's involvement in child-rearing, and the infant's social and emotional behavior. To this end, research was conducted with 330 parents of infants aged 1 and 2 in 55 day care centers located in J city and I city, Jeollabukdo. Frequency analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structural model equation analysis were conducted using SPSS 21.0 and AMOS 21.0. First, the results of the structural model equation analysis showed that the infant's temperament had a negative correlation with leisure and guidance, while it had a positive correlation with activity and impulsivity, which are external manifestations of their social and emotional behavior. Father's involvement in child-rearing had a negative correlation with the adaptability and mood aspects of the child's temperament, and also with general anxiety, an internal aspect of his or her social and emotional behavior. Social and emotional behavior had a positive correlation with the approach avoidance aspect of the infant's temperament. Second, according to the results of the analysis of the route between the variables, infant temperament was found to be a significant route, having a statistically negative correlation with father's involvement in child-rearing. The results of this study showed that infant's temperament and father's involvement in child-rearing had effects on the infant's social and emotional behavior, and suggested the importance of having a proper understanding of the educational implications of the father's involvement in child-rearing, in terms of its effects on the infant's social and emotional behavior.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.183-199
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• 2007

This longitudinal study investigated developmental changes in temperament and examined social adjustment problems by early temperamental characteristics and developmental patterns of temperamental change during infancy. Subjects were 153 six-month-old infants and their mothers. Infant temperament and toddler's problem behavior were measured by the Infant Behavior Questionnaire-Revised (Garstein & Rothbart, 2003) and the Toddler Behavior Checklist (Larzelere et al., 1989), respectively. Results showed that distress to limitations, high pleasure, perceptual sensitivity, and approach increased with age, while activity level, cuddliness, and vocal reactivity decreased. Infants with high scores in activity level, fear, sadness, and approach at 6 months showed more problem behaviors at 18 months. Infants showing abrupt developmental change of high pleasure and perceptual sensitivity developed more negative behavior.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.253-271
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• 2011

This study examined the effects of infants' and toddlers' temperament and mothers' parenting self-efficacy on parenting behavior. Two hundred and thirty-two mothers with infants and toddlers completed the questionnaires regarding children's temperament, parenting self-efficacy and parenting behavior. The collected data were analysed by correlations and pathway analysis. The results were as follows: First, infants' and toddlers' temperament directly and indirectly through mothers' parenting self-efficacy affected affectionate and permissive-uninvolved parenting behavior. Second, mothers' parenting self-efficacy directly affected affectionate, authoritarian and permissive-uninvolved parenting behavior and mediated between children's temperament and mothers' parenting behavior. Additionally the most important variable predicting mothers' affectionate and permissive-uninvolved parenting behavior was infants' and toddlers' temperament, and the most important variable for authoritarian parenting behavior was mothers' parenting self-efficacy.