한ㆍ중 유아의 어머니 및 교사와의 관계가 유아교육기관 적응에 미치는 영향

Effects of Mother-Child and Teacher-Child Relationship on Their Adjustment to Early Childhood Programs in Korea and China

The purpose of this study was to examine effects of mother-child, and teacher-child relationships on their adjustment to early childhood programs in Korea and China. Participants of this study were mothers and teachers of young children aged 3-5 years in Korea and China. The data were analyzed by Structural Equation Modeling using SPSS 19.0 and AMOS 21.0. The results showed that Korean mothers' perceived closeness and teachers' perceived conflicts contributed to their children's adjustment to their programs; Korean mothers' perceived conflicts reduced their children's adjustment to their programs by decreasing teachers' perceived closeness because teachers' perceived closeness tented to increase children's adjustment to their programs. Among Chinese participants, there was no direct effect of mothers' perceived closeness and teachers' perceived conflicts on children's adjustment to their programs; it was found that there was a mediating effect of teacher-child close relationship on the path from Chinese mothers' perceived conflicts to children's adjustment to their programs.