ScholarWorks@숙명여자대학교

초록

The study aimed to identify patterns of teacher-child interaction and to investigate how different patterns of teacher-child interactions influence social competence in preschool children. This study analyzed the data from 7th year Korean Children Panel Study(KCPS), including 1,203 teachers and children of preschool. Latent class analysis and multiple linear models were used for data analysis. The results of this study were as follows. First, teacher-child interaction patterns were classified into three latent groups: High Levels Group(44.8%); Middle Levels Group(46.3%); Low Levels Group (8.9%). Second, regression analysis controlling for age, gender, parental education level, poverty, teacher age, teaching experience, and teacher education level indicated that teachers in the High Levels Group and Middle Levels Group reported higher social competence(cooperation, assertion, self-control) than teachers in the Low Levels Group. Based on these findings, it was suggested that strategies for enhancing the quality of teacher-child interaction, development of teacher education program for teacher-child interaction, and supervision of teacher-child interaction were needed.

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