Abstract
The study sampled a total of 101 project-experienced early childhood teachers working at early childhood education institutions located in Seoul and Gyeonggi Province. The data was analyzed by using three-step regression analysis to investigate the mediated effect, and the Sobel test was performed to verify the significance of the mediated effect. The results showed that play teaching efficacy partially mediated the relationship in which the educational beliefs in a developmentally appropriate practice(DAP) predicted the instructional creativity of the project-experienced early childhood teachers. That is, Play teaching efficacy of project-experienced early childhood teachers is improved the through educational beliefs in a developmentally appropriate practice(DAP), and then improved play teaching efficacy has a positive effect on the enhancement of their instructional creativity. This study can be used as a guideline for future teacher training programs for the implementation of the Nuri program, which has been reorganized as a child·play-centered course.
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