earticle

영어

The purposes of this study were to examine the characteristics of infant-teacher interactions and to investigate the components of synchrony in interactions between infant and teacher. Synchrony means a qualitative interactional style between two people. To be specific, it is a relatively new concept that includes qualitative features of the interactions characterized by reciprocity, shared emotions and affections, and balanced interactional attempts and responses between the two. The subjects of this study were 40 infants (13-20 month olds) and 20 teachers who were in charge of 0-year-old classrooms in workplace childcare centers located in Seoul or Gyeonggi-do. In terms of research methods, observations were conducted for 10 minutes per dyad during free play time without interruption. The results of this study are as follows. First, in general, individual and dyadic characteristics were found in the interactions between infant and teacher. Second, according to the variables, significant differences in interactional synchrony were found in the teacher’s whole teaching experience and infant teaching experience. In addition, there were positive correlations between the duration of the two being together and their interactional synchrony. Third, it was proved that shared emotions (both positive and negative), balanced compliance to the other’s interactional attempts, and reciprocity were the key components to explain interactional synchrony. There were highly positive correlations between interactional synchrony and the infant’s interactional attempts and between interactional synchrony and the infant’s compliance to the teacher’s interactional attempts; on the other hand, there existed a negative correlation between interactional synchrony and the teacher’s compliance to the infant’s interactional attempts.

한국어

본 연구는 영아와 교사의 상호작용에 나타난 특성과 상호작용에 나타난 동시성(synchrony; 이하, 상호작용 동시성)을 설명하는 구성 요인을 탐색하는데 목적이 있었다. 상호작용 동시성이란, 두 사람 간의 상호작용이 어떻게 일어나는지에 대한 상호작용의 질적 스타일을 의미하며, 상호호혜적, 공유적, 균형적 특성을 갖는 것으로 추정되는 비교적 새로운 개념이다. 연구방법으로는 서울, 경기 지역 직장어린이집 만 0세반 영아 40명(13~20개월)과 담임교사 20명을 대상으로 영아-교사 쌍의 자유놀이 상황을 방해 없이 10분간 녹화․관찰하여 상호작용 동시성을 측정하였다. 연구결과, 첫째, 영아와 교사 간 상호작용의 개별적 특성과 쌍의 특성이 드러났으며, 둘째, 영아와 교사가 함께 지낸 재원 기간, 교사 전체 경력, 영아반 교사 경력이 상호작용 동시성과 관련이 있는 것으로 나타났다. 셋째, 영아-교사 상호작용 중 공유한 정서, 상대방의 시도에 대한 순응의 균형, 상호호혜성이 상호작용 동시성을 가장 잘 설명하는 요인으로 밝혀졌으며, 영아의 시도와 순응이 동시적 상호작용과 높은 정적 상관이 있었고, 교사의 순응은 동시적 상호작용과 부적 상관이 있는 것으로 나타났다.