보육교사 기질과 영아기질이 애착안정성에 미치는 영향
The Effects of Nursery Teachers’ and Infants’ Temperaments on Attachment Stability
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The purpose of this study was to define the effects of nursery teachers’ and infants’ temperaments on their attachment stability. The subjects of this study were as follows: 32y 4 nursery teachers and 324 infants between the ages of seven months to two years, drawn from forty daycare centers located in Jeollabuk-do. In terms of research instruments for the study of nursery teachers, DOTS-R (Revised Dimensions of Temperament Survey) for adults (Windle and Lerner, 1986; modified by Kim, 1993) was applied. For the study of infants, TTQ (Toddler Temperament Questionnaire) (Fullard, Mcdevitt & Carey, 1984; modified by Choi (1991) was applied. The measurement of attachment, based on attachment Q-sort (Waters & Deane, 1985, modified by Cho, 2007), was applied. The results were as follows: First, attachment is more stable when the nursery teachers have better mood and higher accessible but lower flexibility. Second, infants with higher accessibility and adaptability have a higher stability of attachment with the nursing teachers, while infants with lower response intensity have a higher stability of attachment.
Abstract
The purpose of this study was to define the effects of nursery teachers’ and infants’ temperaments on their attachment stability. The subjects of this study were as follows: 32y 4 nursery teachers and 324 infants between the ages of seven months to two years, drawn from forty daycare centers located in Jeollabuk-do. In terms of research instruments for the study of nursery teachers, DOTS-R (Revised Dimensions of Temperament Survey) for adults (Windle and Lerner, 1986; modified by Kim, 1993) was applied. For the study of infants, TTQ (Toddler Temperament Questionnaire) (Fullard, Mcdevitt & Carey, 1984; modified by Choi (1991) was applied. The measurement of attachment, based on attachment Q-sort (Waters & Deane, 1985, modified by Cho, 2007), was applied. The results were as follows: First, attachment is more stable when the nursery teachers have better mood and higher accessible but lower flexibility. Second, infants with higher accessibility and adaptability have a higher stability of attachment with the nursing teachers, while infants with lower response intensity have a higher stability of attachment.
참고문헌 (34)
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