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KMID : 1094520160190010053
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Korean Journal of Play Therapy
2016 Volume.19 No. 1 p.53 ~ p.67
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A Multi-level Analysis of Determinants of Young Child-teacher Relationships, Utilizing Both Child Temperament and Teacher Perfectionism
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Park Young-Yae
Kim Lee-Jin
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Abstract
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The purpose of this study was to empirically investigate the issues of a young child’s temperament and teacher’s perfectionism as factors influencing the relationship between the child and his/her teacher in a daycare center. Multi-level analysis was performed to explore the factors influencing this relationship. The subjects consisted of 34 child care teachers and 277 3-5 year olds from 15 daycare centers located in Daejeon Metropolitan City, S. Korea. The results are as follows: conflicts in the child-teacher relationship were positively affected by such child temperament factors as difficulty, activity, and reactivity, and were negatively affected by emotionality and concentration. Furthermore, intimacy in the child-teacher relationship was positively affected by child temperament factors such as emotionality and concentration; dependency in child-teacher relationship was also positively affected by the teacher’s fear of failure and child’s temperamental difficulty and reactivity. These findings have a number of implications for teacher counseling and education, specifically when it comes to enhancing a teacher’s self-understanding and behaviors toward young children in classroom contexts.
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KEYWORD
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young child, temperament, teacher, perfectionism, child-teacher relationship
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