As approved journal of national research foundation of Korea, it publish three times a year.
[2018, 12-2] Effects of Parent-child Interaction and Caregiving Supports on the School Readiness of Preschoolers: Focusing on Working Mothers' Job Characteristics
- chief of researchKwon Sojeong
- researchersLee Kangyi
- Report No.
- Reg No.
- ISBNISSN 1976-6793
This study aimed to verify the effect of parent-child interaction and direct/indirect caregiving supports on 6-year-old children with working mothers and to test differences between groups with different job characteristics. Study participants are 669 pairs of working mother, child, and teacher. Results indicated that parent-child interaction affected child’s school readiness in all groups except for others-occupational groups. Indirect caregiving support also had significant effect on school readiness in some groups. Based on results, this study suggests that the government should improve the working condition by reducing working hours or increasing work flexibility in order to secure time for direct communication between working mothers and preschool children. In addition, this study addressed that different components of childcare can affect school readiness depending on mother’s occupational group. The findings suggest the need for detailed political support for working mothers under consideration of various job characteristics.
Key words: school readiness, parent-child interaction, direct/Indirect caregiving supports, job characteristics