The purpose of this study is to examine young children’s aggression and teacher-child relationships; differences in physical and relationship aggression depending on age and sex of young children; aggression and teacher-child relationships; and relative influence of physical and relationship aggress...
The purpose of this study is to examine young children’s aggression and teacher-child relationships; differences in physical and relationship aggression depending on age and sex of young children; aggression and teacher-child relationships; and relative influence of physical and relationship aggression on teacher-child relationships. Through these examinations, this study suggested the direction of teacher-child relationships and direction which is helpful to development of young children’s development and examined many measures to reduce difficulties. For these purposes, research issues like the following were determined. 1) What are the general characteristics of young children’s aggression and teacher-child relationships? 2) What differences in physical and relationship aggression are there depending on age and sex of young children? 2-1 Is there a difference in physical and relationship aggression depending on age of young children? 2-2 Is there a difference in physical and relationship aggression depending on sex of young children? 3) What relations are there between young children’s aggression and teacher-child relationships? 3-1 What are correlations between aggression and teacher-child relationships? 3-2 What relative influences of aggression are there on teacher-child relationships? For this study, nursery schools in Gyeonggi-do were sampled for research. This study was conducted on 250 young children and 52 teachers from 15 nursery schools. For measuring young children’s aggressive behaviors, the version of Preschool Social Behavior Scale-Teacher Form(PSBS) of Crick Casas and Mosher(1997), which was revised by Kim Ji-hyun, Jeong Ji-na, Kwon Yeon-hui and Min Seong-hye(2009), was used; and for examining teacher-child relationship, the version of Student-Teacher Relationship Scale( STRS), which was developed by Pianta(1991) and revised by Lee Jin-sook (2001) was used. For analyzing general characteristics of the research subjects, descriptive statistical methods such as average, percentage, and standard deviation through frequency analysis were used. For verifying differences in aggression depending on characteristics of sociology and population, t-test, and ANOVA were used, and Sheffe test was used for post-test of differences between three groups. For analysis of population characteristics of young children, aggression(physical and relationship) and teacher-child relationship, correlation analysis was conducted. For analysis of the influence of population characteristics and aggression of young children on teacher-child relationship. multiple regression analysis was used. The results of this study are like the following. First, young children of full four years old showed higher degree of relationship and physical aggression than young children of full three and five years old. Second, male children showed higher degree of relationship aggression and physical aggression than female children. Third, in young children’s aggression and teacher-child relationship, feeling of intimacy was lower, degree of conflict was higher and dependency was lower in proportion to aggression.
The purpose of this study is to examine young children’s aggression and teacher-child relationships; differences in physical and relationship aggression depending on age and sex of young children; aggression and teacher-child relationships; and relative influence of physical and relationship aggression on teacher-child relationships. Through these examinations, this study suggested the direction of teacher-child relationships and direction which is helpful to development of young children’s development and examined many measures to reduce difficulties. For these purposes, research issues like the following were determined. 1) What are the general characteristics of young children’s aggression and teacher-child relationships? 2) What differences in physical and relationship aggression are there depending on age and sex of young children? 2-1 Is there a difference in physical and relationship aggression depending on age of young children? 2-2 Is there a difference in physical and relationship aggression depending on sex of young children? 3) What relations are there between young children’s aggression and teacher-child relationships? 3-1 What are correlations between aggression and teacher-child relationships? 3-2 What relative influences of aggression are there on teacher-child relationships? For this study, nursery schools in Gyeonggi-do were sampled for research. This study was conducted on 250 young children and 52 teachers from 15 nursery schools. For measuring young children’s aggressive behaviors, the version of Preschool Social Behavior Scale-Teacher Form(PSBS) of Crick Casas and Mosher(1997), which was revised by Kim Ji-hyun, Jeong Ji-na, Kwon Yeon-hui and Min Seong-hye(2009), was used; and for examining teacher-child relationship, the version of Student-Teacher Relationship Scale( STRS), which was developed by Pianta(1991) and revised by Lee Jin-sook (2001) was used. For analyzing general characteristics of the research subjects, descriptive statistical methods such as average, percentage, and standard deviation through frequency analysis were used. For verifying differences in aggression depending on characteristics of sociology and population, t-test, and ANOVA were used, and Sheffe test was used for post-test of differences between three groups. For analysis of population characteristics of young children, aggression(physical and relationship) and teacher-child relationship, correlation analysis was conducted. For analysis of the influence of population characteristics and aggression of young children on teacher-child relationship. multiple regression analysis was used. The results of this study are like the following. First, young children of full four years old showed higher degree of relationship and physical aggression than young children of full three and five years old. Second, male children showed higher degree of relationship aggression and physical aggression than female children. Third, in young children’s aggression and teacher-child relationship, feeling of intimacy was lower, degree of conflict was higher and dependency was lower in proportion to aggression.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.