Date of Award:

1975

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Family, Consumer, and Human Development

Department name when degree awarded

Family and Child Development

Advisor/Chair:

J. Craig Peery

Abstract

Behavior of 84 parent-child dyads engaged in separation in preschool settings are presented. A factor analysis and correlation matrix revealed patterns of child-parent-teacher interaction, child-parent tactile-affiliative behavior, and child dependency-attachment behavior. The main pattern showed high parent-teacher gazing, smiling, and approaching interaction and high teacher smiling and gazing activity toward the child. A teacher-mediator theory in which the teacher's presence is important as an anxiety-lessening factor in child-parent leave-taking behavior is suggested and discussed to both interpret the findings and for further leave-taking research.

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