The Connection between Conflicted Teacher-Child Relationship and Negative Peer Interaction in Young Children: The Moderating Effect of Maternal Object Relations
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The goal of this study was to investigate the connection between conflicted teacher-child relationshipand conflicted or passive peer play behavior using maternal object relations as moderator on theconnections. For this purpose, researchers collected teachers’ and mothers’ reports of young children(age range = 29- 83 months; girls = 184, boys = 185) in Korea. Teachers, who perceived theirrelationship with target children as conflicted, reported that the children were engaged in conflictedplay with peers more often than the counterpart children who were in close relationship with theteachers. Children, especially girls, whose mothers were experiencing more difficulties in theirrelationships with others were observed by their teachers as having more conflicted play with theirpeers. Likewise, for passive peer interaction, children, whose mothers were having more difficulties intheir relationships with others, were perceived as being passive in peer interaction.
Abstract
The goal of this study was to investigate the connection between conflicted teacher-child relationshipand conflicted or passive peer play behavior using maternal object relations as moderator on theconnections. For this purpose, researchers collected teachers’ and mothers’ reports of young children(age range = 29- 83 months; girls = 184, boys = 185) in Korea. Teachers, who perceived theirrelationship with target children as conflicted, reported that the children were engaged in conflictedplay with peers more often than the counterpart children who were in close relationship with theteachers. Children, especially girls, whose mothers were experiencing more difficulties in theirrelationships with others were observed by their teachers as having more conflicted play with theirpeers. Likewise, for passive peer interaction, children, whose mothers were having more difficulties intheir relationships with others, were perceived as being passive in peer interaction.
참고문헌 (44)
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