영아-교사관계가 영아의 교사애착안정성과 어린이집 적응에 미치는 영향

The Effect of Infant-Teacher Relationship on Infants' Attachment Security to Their Teachers, and Infants' Adjustment in Day Care

본 연구는 영아-교사관계가 영아의 교사애착안정성과 어린이집 적응에 어떠한 영향을 미치는지를 알아보고자 하였다. 연구대상은 P시의 어린이집에 재원 중인 영아 167명과, 그들의 담임교사 44명을 대상으로 하였다. 영아-교사관계는 Pianta(2001)의 영아-교사관계 척도를, 영아의 교사애착안정성은 Waters(1987)의 한국판 애착 Q-set을, 영아의 어린이집적응은 Jewsuwan, Luster, Kostelink (1993)의 어린이집 적응 질문지(The Preschool Adjustment Questionaire: PAQ)를 사용하였다. 자료처리는 SPSS(PASW Statistics)20 프로그램을 사용하였고 영아-교사관계, 영아의 교사애착안정성, 어린이집 적응간의 다중공선성 여부를 검증하기 위하여 적률상관계수를 산출하였으며, 영아-교사관계가 영아의 교사애착안정성과 어린이집 적응에 미치는 영향을 살펴보기 위하여 Enter방식의 다중회귀분석을 실시하였다. 연구결과는 첫째, 영아-교사관계, 영아의 교사애착안정성, 어린이집 적응과의 관계는 서로 유의미한 관계를 나타냈다. 둘째, 영아의 교사애착안정성은 영아-교사관계의 하위요인인 갈등에 유의미한 영향을 나타냈다. 셋째, 영아-교사관계의 하위요인의 대부분은 영아의 어린이집 적응의 하위요인에 영향을 미치는 것으로 나타났다.

The purpose of this study was to determine the effect of an infant-teacher relationship on infants’ attachment security to their teachers and infants’ adjustment in day care. The participants in this study included 167 infants and their 44 teachers at child-care centers in P-city. To determine infant-teacher relationships the Student-teacher relationship scale by Pinanta(2001) was used. To determine teachers’ attachment security for infants we used attachment Q-set by Waters(1987). To determine infants’ adjustment in day care the preschool adjustment questionnaire by Jewsuwan, Luster, Kostelink(1993) was used. Data for this study was analyzed using SPSS(PASW Statistics)20 program. Pearson's product moment correlation coefficient was calculated to verify multi-collinearity among infant-nursery teacher relationships, infants’ attachment security to their teachers, and infants’ adjustment in day care. Multicenter retrospective study of daycare entry was practiced to determine the effect of Infant-nursery teacher relationships on teachers’ attachment security and infants’ adjustment in day care. The results of this study were as follows. First, infant-teacher relationships, infants’ attachment security to their teachers and infants’ adjustment in day care were significant in the relationships. Second, infant’s attachment security to their teachers had significant impact on conflict, which was a lower factor to infant-teacher relationship. Third, most infant-nursery teacher relationships affected most infants’ adjustment in day care.