The association between maternal parenting perceived by early childhood teachers and burnout: the mediating effect of self-compassion and teacher efficacy.

Given the increasing importance of early childhood teachers, this study aims to identify whether past maternal parenting is related to burnout through the double mediation of teacher self-compassion and teacher efficacy, using model comparison. To this end, a survey was conducted with 329 early childhood teachers in Korea. The positive maternal parenting perceived by teachers was negatively related to burnout through teachers' self-compassion and efficacy. Positive maternal parenting reduced burnout by increasing self-compassion and consequently teacher efficacy. Teachers' self-compassion was more closely related to burnout than teacher efficacy, which was treated as an important variable in relation to teachers. These results suggest that early childhood teachers' self-compassion is a significant variable in relation to burnout and suggestions are provided for specific support programs to promote teacher self-compassion.

The Relation between Korean Children's Autonomy and Motor Development Mediated by Teacher-Child Relationships: A Focus on Gender Difference.

This study was conducted to identify the relation between children's autonomy and motor development mediated by teacher-child relationships. Are there differences between teacher-child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher-child relationship and children's autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher-child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher-child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.

The moderating effect of Korean preschoolers' receptive and expressive language skills on the link between Korean PA and English PA.

The purpose of the current study was to examine whether oral language skills moderate the effect of Korean phonological awareness (PA) on English PA for Korean preschoolers in the initial stage of learning English as a second language. The study participants comprised 81 five- to six-year-old Korean preschoolers attending Korean-medium preschools in South Korea. The findings demonstrated that Korean PA was significantly associated with English PA. In addition, Korean receptive and expressive language skills had moderating effects on the relationship between Korean PA and English PA, respectively. This study is discussed not only in terms of cross-language PA transfer in processing two phonologically and orthographically different languages but also in light of the importance of native language skills interacting with native PA in the second-language PA development of preschool children in the initial stage of learning a second language.