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유아의 기관이용시간이 언어, 인지 및 사회성 발달에 미치는 영향:교사-유아 상호작용의 조절효과를 중심으로
박창현,김상림 한국보육지원학회 2016 한국보육지원학회지 Vol.12 No.3
The purpose of this study was to examine the effects of young children’s stay hours on kindergartens or child care centers on their language, cognition, and social development with teacher-child interactions as a mediator. For this purpose, the data from the 2013 Panel Study on Korean Children were analyzed using the GLM and pattern analysis. The results of the GLM analysis were as follows. First, the main effects of the stay hours on child development were statistically significant Second, the main effects of the level of teacher-child interaction were also statistically significant on the results of child development. Third, the moderating effect of teacher-child interaction level between the stay hours and child development were also significant. The results showed that young children’s stay hours effected their language, cognitive, and social development and teacher-child interactions mediated these effects.