초록 열기/닫기 버튼
The purpose of this study was to investigate the relationship between interactive peer play, behavioral self-regulation, and the teacher-child relationship. The subjects were 398 preschool and daycare center children in Gyeonggi Province, South Korea. The children ranged in age from 4 to 5 years (M = 69.21 months). Twenty-five of their teachers contributed ratings for interactive peer play, behavioral self-regulation, and the teacher-child relationship. The major findings of this study were as follows: first, a significant relationship was found between interactive peer play, behavioral self-regulation, and the teacher-child relationship. Secondly, behavioral self-regulation and the teacher-child relationship were important predictors for young children. In particular, the closeness of teacher and –children had a negative effect on young children’s interactive peer play.
