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Prosocial Behavior among Children With and Without Disabilities: Centering on Teacher’s Perception on the Teacher - Child Relationship

김현진
한국유아교육학회 (The Korean Society For Early Childhood Education)|2013.12|International Journal of Early Childhood Education|제19권 제2호|pp. 73-92

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키워드

prosocial behaviorinclusive preschooldisabilitiesteacher-child relationship
주제분류교육학

초록

This study examined the predictors of prosocial behavior among children with and without disabilities attending an inclusive preschool program and those attending a university laboratory preschool program. Data were gathered from 81 preschool children and their teachers, all of whom were participating in an ongoing longitudinal research project in the Midwest, US. The results showed that there were mean differences in prosocial behaviors and teacher-child close relationships by disability type and program type. However, when analyzing children without disabilities, there were no mean differences in prosocial behaviors and teacher-child close relationship by program type. Hierarchical multiple regression analyses indicated that a child’s disability status and the teacher-child relationship were significant predictors of children’s prosocial behavior. Specifically, a close teacher-child relationship was a positive predictor of children’s prosocial behavior among children with and without disabilities. The educational implications were discussed with regard to the future directions in this area of the study.

Abstract

This study examined the predictors of prosocial behavior among children with and without disabilities attending an inclusive preschool program and those attending a university laboratory preschool program. Data were gathered from 81 preschool children and their teachers, all of whom were participating in an ongoing longitudinal research project in the Midwest, US. The results showed that there were mean differences in prosocial behaviors and teacher-child close relationships by disability type and program type. However, when analyzing children without disabilities, there were no mean differences in prosocial behaviors and teacher-child close relationship by program type. Hierarchical multiple regression analyses indicated that a child’s disability status and the teacher-child relationship were significant predictors of children’s prosocial behavior. Specifically, a close teacher-child relationship was a positive predictor of children’s prosocial behavior among children with and without disabilities. The educational implications were discussed with regard to the future directions in this area of the study.

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관련 논문AI추천

Young Children’s Perceptions about Classmates with Physical, Health, and Multiple Disabilities박혜진, 유선영한국지체·중복·건강장애교육학회 · 지체.중복.건강장애연구2016 · 제59권 제2호Promoting Social Interactions of Young Children in Inclusive Classes김경희한국유아교육학회 · International Journal of Early Childhood Education2011 · 제17권 제1호"장애 이해 및 통합교육 활동"이 일반 유아의 친사회적 행동 및 장애 유아의 사회적 상호작용에 미치는 영향박나리, 유종은, 최윤희한국통합교육학회 · 통합교육연구2012 · 제7권 제1호The Relationship Between Interactive Peer Play, Behavioral Self-Regulation, and the Teacher-Child Relationship According to Teacher' Evaluation황윤세한국유아교육학회 · International Journal of Early Childhood Education2016 · 제22권 제2호Teaching strategies for promoting young children's prosocial behavior김소윤, 김유진대한아동복지학회 · 아동복지연구2014 · 제12권 제4호유아기 통합경험 유무에 따른 장애유아에 대한 일반유아의 친사회적 태도 비교 분석김경숙, 엄현옥한국정서행동장애학회 · 정서·행동장애연구2004 · 제20권 제1호

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