Abstract—The purpose of this article was to clarify the
associations between student-teacher relationships and
kindergarten students’ basic learning skills; reading, writing,
and math. The subjects were 337 kindergartners and 27
teachers of 22 kindergartens located in Seoul, Gyeonggi,
Cheon-ahn, Sejong, Daejeon. The results confirm associations
between close student-teacher relationship and basic learning
skills; reading and writing. And dependent student-teacher
relationship and basic learning skills; math. This article
suggests that there are differences in the relationship between
teachers involved in reading, writing and math development of
young children. Furthermore, it suggests that environmental
factors contribute to the learning development of early
childhood.
Index Terms—Close student-teacher relationship, dependent
student-teacher relationship, basic learning abilities,
kindergarten.
Hyelin Jeong is with Seoul National University of Education, Seoul,
South Korea (e-mail: jyang0821@naver.com).
Tae-yeon Kim was with Duksung Women’s University, Seoul, South
Korea (e-mail: achishis@naver.com).
Cite: Hyelin Jeong and Tae-Yeon Kim, "The Associations between Student-Teacher Relationships and Kindergarten Students’ Basic Learning Skills," International Journal of Information and Education Technology vol. 9, no. 10, pp. 699-703, 2019.
Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).