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Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis
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  • Journal title : Family and Environment Research
  • Volume 54, Issue 3,  2016, pp.321-332
  • Publisher : The Korean Home Economics Association
  • DOI : 10.6115/fer.2016.025
 Title & Authors
Longitudinal Study of Child-Teacher Relationship and Peer Interactions Based on Latent Profile Analysis
Yi, Ye Jin; Shin, Yoolim;
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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 child-teacher 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.
child-teacher relationship;peer play interaction;longitudinal study;latent profile analysis;
 Cited by
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