Relationship between Young Children’s Social Withdrawal and Preschool Adjustment: The Moderating Effects of Teacher-Child Relationships and Maternal Management Strategies for Children’s Peer Relationships (유아의 사회적 위축과 유아교육기관 적응의 관계: 교사-유아 관계 및 어머니의 자녀 또래관계 관리전략의 조절효과)

KO BOSUN (고보선); Jihyun Sung (성지현)

doi:10.35574/KJDP.2019.03.32.1.45

Relationship between Young Children’s Social Withdrawal and Preschool Adjustment: The Moderating Effects of Teacher-Child Relationships and Maternal Management Strategies for Children’s Peer Relationships

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
2019, 32(1), pp.45~67
DOI : 10.35574/KJDP.2019.03.32.1.45
Publisher : The Korean Society For Developmental Psychology
Research Area : Social Science > Psychological Science
Received : January 15, 2019
Accepted : March 5, 2019

KO BOSUN ¹, Jihyun Sung ¹

¹성균관대학교

Accredited

ABSTRACT

The current study examined 1) the associations among young children’s social withdrawal, preschool adjustment, teacher-child relationships, and maternal management strategies for children’s peer relationships and 2) the moderating effects of teacher-child relationships and maternal management strategies for children’s peer relationships on the association between children’s social withdrawal and preschool adjustment. Participants were 156 children aged 4-6 years(67 boys, 89 girls) and their mothers. Results indicated that shyness, social disinterest, and social avoidance were negatively related to preschool adjustment. However, teachers’ warmth/support moderated the association between children’s shyness and maladjustment, and teachers’ warmth/support and mothers’ advice-concern strategy moderated the link between children’s social disinterest and maladjustment. The results provide useful information for plans and practices to support socially withdrawn children’s preschool adjustment.

KEYWORDS

Social Withdrawal, Preschool Adjustment, Teacher-Child Relationships, Strategies for Children’s Peer Relationships, Moderating Effects

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