Abstract

The Effect of Childcare Teacher''s Self-State and Stroke on Teacher-Infant Interaction

Park, Min Major in Early Childhood Education
Graduate School of Education
Ganung-Wonju National University


The purpose of this study is to investigate the relationship between stroke and teacher - infant interaction, which is one of the psychological states of child care teacher and the way of communication, and to examine the relative importance of each variables affecting teacher - infant interaction. The purpose of this study is to find ways to improve the psychological state and communication method needed for the intervention of the child care teachers with infants and toddlers.
In order to achieve the above research objectives, the research problems are as follows.
Research question 1. what is the general tendency of childcare teachers'' self-state, stroke, and teacher-infant interaction?
Research question 2. what is the relationship between the child''s teacher''s self-state, stroke, and teacher-infant interaction?
Research question 3. what are the effects of childcare teachers'' self-state and stroke on teacher-infant interaction?
The purpose of this study was to investigate the effect of childcare teachers'' self-state and stroke on teacher-infant interaction. As a research tool, first, to measure the ego condition of child care teachers, we used an adult and gram check list produced by the Korean Association for Intercultural Analysis (Woo Jae Hyun, 2001) based on the self condition developed by Berne''s student John Dusay (1972) Respectively. Second, to measure the stroke characteristics of the nursery teachers, we used the adult stroke checklist produced by the Korea Association for the Analysis of Flows (Woo Jae Hyun, 2001). Third, in order to measure teacher-infant interaction, questionnaires were extracted from various curriculum evaluation scales and used questionnaires corrected and supplemented by Lee, Jeong - Sook (2003).
The results of this study are summarized and discussed according to research problems. First, we examined the general tendency of childcare teacher ''s self - state, stroke, and teacher - infant interaction.
First of all, when the self - state of the child care teachers was examined, showed the highest nurturing parent self - state, followed by the adult self - state, the adapted child self - state, the free child self - state, and the critical parent self - state. Childcare teachers'' strokes showed higher positive strokes, self - positive strokes, and non - strokes, self - negated strokes, and other negative strokes. Teacher - infant interaction was found to be above average level based on total score. The sub - factors of teacher - infant interaction were the emotional interaction, behavioral interaction, and verbal interaction.
Second, the relationship between the self - state, the stroke, and the teacher - infant interaction was found to be correlated with teacher - infant interaction.
Third, we investigated the effect of child care teachers'' self - state and sub - factors of stroke on teacher - infant interaction. As a result of examining the influence of the child ''s self - state and stroke on the total score of teacher - infant interaction, the nurturing parental self - state was the most influential factor by explaining 30% of total score of teacher - infant interaction. In addition, it was shown that adult parent self - state, adolescents'' negative stroke, and positive affirmative stroke were added to the nurturing parent self - state in order of total of 45% of teacher - infant interaction score.
In this study, it was found that the ego - state and stroke of the child care teachers were correlated with the teacher - infant interaction, and the ego - state and stroke of the child care teachers had a relatively strong influence on the teacher - infant interaction. This means that the ego-states and strokes of the child care teacher are the main variables influencing the teacher-infant-child interactions. It activates the nurturing parent self - state and adult self - state, reduces the negative strokes received by the childcare teacher and increases the positive strokes Suggesting that it enhances the quality of teacher-infant interaction.