Date of Award:

5-1975

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Family Consumer Human Development

Department name when degree awarded

Family and Child Development

Committee Chair(s)

J. Craig Peery

Committee

J. Craig Peery

Committee

Jay D. Schaneveldt

Committee

Kent E. Robson

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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378643579f167e60039c1f84931932c7

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