The Influences of Teachers - 2-Year Old Infants’ Interactions and Infant Playfulness on Infants’ Early Adjusting to Child Care Centers

Moon, Sungho; Yi, Hyun-Jean

doi:10.17643/kjce.2018.27.3.13

Cited by 1 publication

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“…This is in support of the contention from previous studies that as a child grows older, his or her receptive and expressive vocabulary increases as well (Lee and Lee, 2016;Kim and Kim, 2019). Also, temperamentally active toddlers with physical/physiological motives were more likely to be active in order to interact with their teachers, and that could be interpreted to support the argument that infants with a high level of large and small muscle development have strong demands for voluntary behavior and actively move their body, and they tend to express the discomfort they feel by wearing a mask as a positive emotion (Moon and Yi, 2018).…”

Section: Discussionmentioning

confidence: 88%

Toddler–teacher interaction and teachers’ sensitivity as predictors of toddler’s development during COVID-19: Stability or change over time

Seo

Song

2023

Front. Psychol.

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This study examined the stability and change patterns among toddlers’ interactions with their teachers, teachers’ sensitivity, and toddlers’ development during the COVID-19 pandemic and the three plausible paths were tested to identify which of the study variables affected the development of toddlers in subsequent periods over time. The subjects of this study were 63 toddlers and 6 head teachers who attended a subsidized child care center, located in Kyunggi province, Korea. In order to carry out the research objectives, a non-experimental survey research design was undertaken, and the qualitative data was obtained via on-site observations by trained researchers. With regard to continuity and change patterns among the study variables toddlers who had been actively involved in initiating their verbal interactions with teachers showed more verbal interactions with their teachers even after 4 months passed. Also, it was found that the early (T1) social disposition of toddlers and the behavioral interaction that toddlers had initiated with teachers revealed a significant effect, supporting each of the three models, which are simultaneous, cumulative, and complex paths. The main results of this research support the contention that the interaction patterns vary by contexts of subject, time, and history, indicating that it would be useful to understand new competencies required for teachers within the context of the multi-faceted ramifications of the pandemic on toddler development.

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Section: Discussionmentioning

confidence: 88%