교사-유아 상호작용과 유아의 조망수용능력 및 대인문제해결 능력 간의 관계

Abstract

The purpose of this study was to analyze associations between teacher-child interactions and children"s perspective taking and interpersonal problem-solving abilities. Participants were forty four-year-old children and twenty teachers. To look into the interactional quality, one-to-one play interaction between teacher and child was observed and vignettes with pictures were used to examine children"s perspective taking and interpersonal problem-solving abilities. The results were as follows: First, the interaction assumed that teachers and children interacted mutually and had relationships with each other, but this was not in perfect balance, and the participation was not equal. While interacting, teacher and child shared mostly positive and neutral emotion. Second, the reciprocity and sharing of emotion in interactions correlated with the children"s perspective-taking and interpersonal problem-solving abilities. Reciprocity correlated with emotional perspective-taking ability, and unshared emotions correlated with cognitive perspective-taking ability. Shared neutral emotion correlated with responses of positive and negative problem-solving strategies, and unshared emotion correlated with no strategy for problem solving.