An analysis on the mind-mindedness of infant teachers in South Korea
- 주제(키워드) childcare , infant teachers , infants , mind-mindedness
- 등재 SCOPUS
- 발행기관 Pacific Early Childhood Education Research Association
- 발행년도 2023
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000209764
- 본문언어 영어
- Published As https://doi.org/10.17206/apjrece.2023.17.2.1
초록/요약
This study focuses on infant teachers’ mind-mindedness when interacting with infants and investigates the differences of their mind-mindedness according to teachers’ and infants’ variables. Participants were 80 infant-teacher dyads in childcare settings in South Korea, and mind-mindedness was assessed with video-recordings of their interactions based on Meins and Fernyhough’s (2012) coding manual. As results, the teachers produced mind-related comments in about 7% of their interactions with the infants, with a low rate (< 1%) of non-attuned comments. Among the appropriate mind-related comments, they made talking on the infant’s behalf most frequently, followed by desires and preferences, emotions, cognitions in the order. Some differences were found in their use of appropriate mind-related comments according to the teachers’ age, major, and career, and the infants’ age and continuity with the teachers. These results are discussed in relation to mind-mindedness as a significant indicator of infant-teacher relationships influenced by some variables and how to improve it © Copyright 2023 by THE PACIFIC
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