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An analysis on the mind-mindedness of infant teachers in South Korea
- Title
- An analysis on the mind-mindedness of infant teachers in South Korea
- Authors
- Ryu J.Y.; Lee S.Y.
- Ewha Authors
- 이승연
- SCOPUS Author ID
- 이승연
- Issue Date
- 2023
- Journal Title
- Asia-Pacific Journal of Research in Early Childhood Education
- ISSN
- 1976-1961
- Citation
- Asia-Pacific Journal of Research in Early Childhood Education vol. 17, no. 2, pp. 1 - 17
- Keywords
- childcare; infant teachers; infants; mind-mindedness
- Publisher
- Pacific Early Childhood Education Research Association
- Indexed
- SCOPUS
- Document Type
- Article
- Abstract
- 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
- DOI
- 10.17206/apjrece.2023.17.2.1
- Appears in Collections:
- 사범대학 > 유아교육과 > Journal papers
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