2세 영아-교사간 상호작용에 관한 문화기술적 연구
The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their te...
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| Published in | Korean Journal of child studies Vol. 25; no. 4; pp. 71 - 92 |
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| Main Authors | , |
| Format | Journal Article |
| Language | Korean |
| Published |
한국아동학회
2004
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1226-1688 2234-408X |
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| Abstract | The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons. |
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| AbstractList | The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons. The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons. KCI Citation Count: 45 |
| Author | 곽승주(Seung Ju Kwak) 장영희(Young Hee Chang) |
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| DocumentTitleAlternate | An Ehtnographic Study on Interaction Betwween Toddlers and Teachers |
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| Keywords | 문화기술적 연구 상호작용 teacher toddler interaction 교사 영아 ethnographic research |
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| Title | 2세 영아-교사간 상호작용에 관한 문화기술적 연구 |
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