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The Effects of Young Children's Temperament, Parenting Styles and Teacher-Child Interactions on Peer Interactions
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 Title & Authors
The Effects of Young Children's Temperament, Parenting Styles and Teacher-Child Interactions on Peer Interactions
Lee, Mi Ran;
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 Abstract
The purpose of this study was to investigate variables which have an influence on young children's peer interactions. The data of 966 4-year-old children and their parents and class teachers were extracted from the 5th Panel Study on Korean Children in 2012 by Korea Institute of Child Care and Education. The data were analyzed by means of ANOVA, Pearson's coefficient and multiple regression. The results were as follows: First, boys' play disruption and play disconnection were higher than girls', and girls' play interaction was higher than boys'. Second, sociability and activity of temperament, and teacher-child interaction were related to peer disruption. Third, teacher-child interaction and sociability of temperament significantly affected play interaction. Controlling parenting behavior of the mother was positively related to peer interaction in girls. Fourth, teacher-child interaction, sociability and emotionality of temperament significantly affected play disconnection. Social parenting behavior of the father was negatively related to play disconnection in boys. Lastly, teacher-child interaction was the clearest indicator for young children' peer interactions. These findings suggested a potential role of the teacher in young children's peer interactions.
 Keywords
peer interactions;teacher-child interactions;temperament;parenting style;
 Language
Korean
 Cited by
1.
유아의 또래 상호작용의 발달궤적과 그 예측변인: 잠재성장모형을 이용한 종단분석,김효원;

아동학회지, 2016. vol.37. 6, pp.145-155 crossref(new window)
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