유아의 또래놀이 상호작용이 유아의 긍정-친사회적 행동에 미치는 영향에서 교사-유아 상호작용의 매개효과

Abstract

Objectives The purpose of this study is to analyze teacher-child interaction as a mediating variable, with children's peer play interaction as an independent variable, which affects children's positive-prosocial behavior.
 Methods Relationships and influences between variables related to children's peer play interaction, children's positive and pro-social behavior, and teacher-child interaction were examined among 174 preschool teachers and 498 5-year-old children from kindergartens and daycare centers in G City and J Province. To confirm, a survey was conducted and the collected data were analyzed for mediation effect using PASW 24.0.
 Results As a result of confirming the research results, it was confirmed that there was a significant correlation between the first independent variable, children's peer play interaction, the mediating variable, teacher-child interaction, and the dependent variable, children's positive-prosocial behavior.
 Conclusions Although children's peer play interaction is a meaningful variable that affects children's positiveprosocial behavior, it can be predicted that it will have a more meaningful impact when teacher-child interaction is added. This suggests that re-education is needed to promote teacher-infant interaction that can be directly used in actual educational settings to improve the quality of children's peer play interactions and children's positive-prosocial behavior.