The Relationship between Preschool Children's Representation of Attachment and Their Relationship to Teachers, Social Skills, and Behavior Problems

서지정보

ㆍ발행기관 : 환태평양유아교육연구학회 ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 2권 / 1호
ㆍ저자명 : Hyang Hee Kim, Sook Ryong Kim

목차

Introduction
Method
Results
Discussions
References

한국어 초록

The purpose of this study is to examine the relationship between children's attachmentrepresentation and teacher-child relationships, a long with children's socialskills and their behavior problems. The subjects were 57 children (31 boys and 26girls) from intact middle class families aged from 3 to 5 attending preschools and/orday care centers. Four instruments were used: First, Attachment Story CompletionTask for assessing children's attachment; second, Student-Teacher Relationship Scalefor identifying the teachers' perception on the quality of the relationship betweenchildren and teachers; third, Social Skill Scale from Child Behavior AssessmentInventory for assessing children's social skills; and finally, Child Behavior Scale forexamining children's behavior problem. Descriptive statistics were calculated andsimple correlation was applied for data analysis. The research results are as follows:First, the children's attachment security was significantly related to their relationshipsto teachers. Children with more secure representations of attachment and lessavoidant responses exhibited closer relationships with teachers than those with moreinsecure representations of attachment and more avoidant responses. Second, childrenwith more secure representations of attachment and less avoidant responses showedmore socially cooperative interactions and greater independence than those with moreinsecure representations of attachment and more avoidant responses. The former caseof children showed more social competency while the latter one exhibited more aggressive and hyperactive behavior

영어 초록

The purpose of this study is to examine the relationship between children's attachment
representation and teacher-child relationships, a long with children's social
skills and their behavior problems. The subjects were 57 children (31 boys and 26
girls) from intact middle class families aged from 3 to 5 attending preschools and/or
day care centers. Four instruments were used: First, Attachment Story Completion
Task for assessing children's attachment; second, Student-Teacher Relationship Scale
for identifying the teachers' perception on the quality of the relationship between
children and teachers; third, Social Skill Scale from Child Behavior Assessment
Inventory for assessing children's social skills; and finally, Child Behavior Scale for
examining children's behavior problem. Descriptive statistics were calculated and
simple correlation was applied for data analysis. The research results are as follows:
First, the children's attachment security was significantly related to their relationships
to teachers. Children with more secure representations of attachment and less
avoidant responses exhibited closer relationships with teachers than those with more
insecure representations of attachment and more avoidant responses. Second, children
with more secure representations of attachment and less avoidant responses showed
more socially cooperative interactions and greater independence than those with more
insecure representations of attachment and more avoidant responses. The former case
of children showed more social competency while the latter one exhibited more aggressive and hyperactive behavior

참고 자료

없음