The effects of teacher-child relationships on children's peer preference and peer victimization

Yoon, Soo Jung

doi:10.18023/kjece.2013.33.1.009

koreanjournalofearlychildhoodeducation

2013

DOI: 10.18023/kjece.2013.33.1.009

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The effects of teacher-child relationships on children's peer preference and peer victimization

Soo Jung Yoon¹

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Cited by 2 publications

References 31 publications

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Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education

Kim

Lim²

2015

Fam. Environ. Res

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This study investigated the effects of multi-culture acceptability and multi-culture teaching efficacy on young child-teacher relationships. The teachers' attitude towards multi-culture education was included in the analysis as a mediator between multi-culture acceptability and multi-culture teaching efficacy. Participants were 295 teachers and 295 young children between 3 and 5 years in childcare centers located in Seoul, Incheon, Ulsan, Gyeonggi, and North Gyeongsang Province. Teachers completed questionnaires regarding multi-culture acceptability, multi-culture teaching efficacy, and attitude towards multi-culture education. Collected data were analyzed by descriptive statistics, Pearson's correlation, Structural Equation Model, and Sobel test with SPSS ver.18.0 and AMOS ver. 21.0. The results were as follows. First, the subscale of multi-culture acceptability and multiculture teaching efficacy generally showed a positive correlation with closeness and conflict in the subscale of young child-teacher relationships. Second, teacher's multi-culture acceptability directly influenced the young child-teacher relationship. In addition, the impact of multi-culture teaching efficacy on young child-teacher relationship was mediated perfectly by the multi-culture education attitude. The results suggest that the multiculture teaching efficacy promote early childhood multicultural education attitudes and that can be changed to positive teacher relationships. Keywords multi-culture acceptability, multi-culture teaching efficacy, young child-teacher relationship, attitude towards multiculture education Family and Environment Research 558

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Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education

Kim

Lim²

2015

Fam. Environ. Res

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Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis

Yi¹,

Shin²

2016

Fam. Environ. Res

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This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers.We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection.Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict . dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early childteacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

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The effects of teacher-child relationships on children's peer preference and peer victimization

Cited by 2 publications

References 31 publications

Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education

Multi-Culture Acceptability, Multi-Culture Teaching Efficacy on Young Child-Teacher Relationships in Childcare Centers: Mediation Effect of Attitude towards Multi-Culture Education

Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis

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