International Journal of
Information and Education Technology

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).

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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).