• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.185-202
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• 2020

Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.

• Human Ecology Research
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• v.52 no.5
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• pp.529-539
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• 2014

The purpose of this study was to analyze the effects of the teacher-child relationship and child's perception of the psychological control of teachers on a child's aggression. A total of 216 4th graders from Dongjak-gu and Gwanak-gu, Seoul, participated in this study. A multiple regression analysis and Pearson's correlation analysis were performed using the SPSS ver. 18.0 program. The results were as follows: first, there was a meaningful relationship between a teacher-child relationship, the teacher's psychological control and the child's aggression. Second, closeness between the teacher and the child could reduce the child's overt and relational aggression, while conflicts between the teacher and the child could increase the child's overt, relational, and overall aggression. The teacher's blame, limit of the child's self-expression, and guilt induction could increase the child's overt aggression. Further, the teacher's withdrawal of affection, emotional disapproval, blame, and limit of self-expression could increase the child's relational aggression. In particular, the teacher's blame appeared to influence both the child's overt aggression and the child's overall aggression, and the teacher's withdrawal of affection appeared to influence the child's relational aggression. These results suggest that the relationship between a teacher and a child is a matter of mutual contribution. In other words, the better the teacher-student relationship is, the greater is the decrease in the child's aggression. This study provides the basic data for the development of an aggression prevention program for elementary school children.

• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.905-917
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• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• Korean Journal of Child Studies
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• v.35 no.2
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• pp.191-209
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• 2014

This study examined the effects of teacher's self-efficacy on children's sociality through the mediating effects of job-satisfaction and the quality of teacher-child interaction. The participants in this study consisted of 27 teachers working at child care centers and 71 children(4-5 years old) in their charge in Seoul and Gyeonggi-do province, Korea. Data were analyzed by means of a Hayes's PROCESS(2012) program to identify the serial multiple mediating effects and the relationships which exist among the various factors. The present study found that teacher's self-efficacy had significant indirect effects on children's sociality through job-satisfaction and the quality of teacher-child interaction. These results suggest that a higher level of teacher's self-efficacy leads to greater job-satisfaction and better quality of teacher-child interaction and this in turn has an influence on children's sociality.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.245-257
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• 2008

Subjects in this study on causal relationships among playfulness, interactive peer play, teacher-child relationships, and creative characteristics were 286 3- to 5-year-old children. Instruments were the Rating Scale for Creative Characteristic of Preschoolers (Lee et al., 2002), Children's Playfulness Scale (Bemett, 1990), Penn Interactive Peer Play Scale (Fantuzzo et al., 1995), and Student Teacher Relationship Scale (Pianta, 1991). Results showed : (1) significant relationships among social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness, friendliness in sub-areas of teacher-child relationships, play interaction in sub-areas of interactive peer play and creative characteristics. (2) Children's creative characteristics directly influenced social spontaneous, cognitive spontaneous and children's humor in sub-areas of children's playfulness and of play interaction in sub-areas of interactive peer play.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.229-249
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• 2013

This study aims to analyze the effects of infants' attachment to their mother and child care teacher on their adaptation to child care. Data were collected in a purposive sample involving 100 infants and toddlers at age one and two, their mothers, and 36 teachers were analyzed with two-way ANOVA. The results showed that the effects of infants' attachment to their mother and teacher varied by subfactors of adaptation. 'Social Relationships' and 'Positive Emotion' were significantly different only among infants who established insecure attachment with their mother. Second, the level of 'Social Relationships' and 'Positive Emotion' were significantly high when teacher-infant attachment was secure among infants who established insecure attachment with their mother. Third, there were significant effects of mother-infant attachment on 'Aggressive Behavior' as infants who established insecure attachment with their mother showed a significantly higher level of 'Aggressive Behavior' than infants having secure attachment with their mother.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.247-265
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• 2018

Objective: The purpose of this study was to investigate the effect of teacher support program for integration of handicapped children on teaching efficacy of daycare center teachers. Methods: In the study, 12 day care teachers in 4 day care centers in Seoul and Gyeonggi area were selected as experimental groups and 12 teachers in 5 day care centers were selected as control group. Teacher education is carried out through group education, such as understanding of developmental area, curriculum modification, activity-based embedded intervention, cooperative learning, direct teaching, disability understanding education, behavior support, family support. Individual teacher education provided counseling on the reality of child care for children with disabilities that reflects the needs of teachers for integrated child care for handicapped children. Teacher's Efficacy in Inclusive Practices (TEIP) was used as a pre post test to measure teacher's efficacy change. In order to analyze the results of the study, two independent sample t tests were conducted on the difference between pre-post test of teacher efficacy between the two groups. Results: As a result, There was a significant difference in the pre-post change of teacher efficacy between the two groups. Conclusion/Implications: The results of this study are as follows, teacher support program provided immediate feedback in integrated child daycare center for the handicapped children, child care teachers improved their integrated handicapped children care expertise, provided responsive teacher support program to the actual needs of the site, teacher support program reflected various variables related to integration, and emphasized the cooperative relationship between researcher and child daycare center teacher. The results of this study can be used as actual data of field where lack of support for the integration of handicapped children is lacking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.48-56
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• 2016

This study was to establish a framework to provide the necessary caring knowledge in preparental period by analyzing the effects of an experience of being a child-care teacher in a field based on child-care knowledge from university. The data were collected from 5 in-depth interviews for 7 weeks from July to August, 2015. The results showed that mothers who used to be child-care teachers put conversation first in the child rearing process, made a room environment similar to the activity space in a kindergarten, and evaluated themselves as mothers with a burden that their children should be different from the others. This means that they perform child rearing in a positive way by re-creating their experience and knowing the child rearing process.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.181-203
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• 2017

The purpose of this research is to reveal the difference of teacher-child interaction in relation to professionalism awareness and sensitivity level of early childhood teachers. To this end, we used professionalism awareness, sensitivity, teacher-child interaction as parameters for 226 early childhood teachers in Jeonbuk province. Here are the results : First, we investigated the difference of professionalism awareness, sensitivity, teacher-child interaction in relation to the background of early childhood teachers, and it differs by the age, career, educational level of the teachers. Second, we made group comparison to see the difference of teacher-child interaction depending on professionalism awareness level of teachers, and teachers with high professionalism awareness showed meaningfully higher emotional, verbal, behavioral interaction level than lower group. Third, we made group comparison to see the difference of teacher-child interaction depending on sensitivity level, and teachers of high sensitivity shows meaningfully higher emotional, verbal interaction than lower group. This result could be potential data to ameliorate the quality of teacher-child interaction, and it implies that the improvement of professionalism and sensitivity level could contribute to professional performance capability of teachers.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.233-252
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• 2020

Objective: The purpose of this study is to verify the effect of childcare teachers' positive human relationships in childcare centers on care sensitivity to children through their work immersion. Methods: The subjects of this study were child care teachers who were conveniently sampled from Incheon City. A total of 380 surveys were distributed, and a total of 334 surveys were analyzed, Poor or incomplete questionnaires collected were excluded. The. Sobel Test and Baron & Kenny's multi-regression were used for the analysis with the SPSS 23.0 program. Results: Child care teachers' positive relationships with directors, with their fellow teachers, and with parents had an influence on teachers' care sensitivity to children. Teacher's positive relationships with their fellow teachers and with parents had an influence on teachers' work immersion, which mediated the relationships between teacher's human relationship and their care sensitivity to children. Conclusion/Implications: The positive relationships of child care teachers directly and indirectly affect their sensitivity to children through teachers' work immersion.