영아의 까다로운 기질과 어머니의 분리불안 : 부모-교사 협력의 조절효과

Abstract

The purpose of this study was to examine the relationships between infants with difficult temperaments and mothers’ separation anxiety, and the moderating roles of parent-teacher partnerships. The subjects consisted of 294 mothers whose children were enrolled at 28 day care centers and 71 teachers in Seoul and Gyeonggi-do. Respondents were asked to complete a series of questionnaires reporting their children’s temperament, mother’s separation anxiety, and parent-teacher partnerships. Early childhood teachers also rated the temperament of children whose mothers responded to the questionnaires. Collected data were analyzed by descriptive statistics, Pearson correlation analysis, and hierarchical regression analysis. The results of this study showed that an infant’s age, birth order, and period of attending a daycarecenterweresignificantlyrelatedtoa mother’s separation anxiety. There were significant moderating effects of parent-teacher partnerships between infants with difficult temperaments and mothers’ separation anxiety. The results of this study imply that parent-teacher partnerships can be activated in order to decrease the separation anxiety of mothers who bring children to a day care center.