유치원교사의 교수창의성 및 놀이지원역량과 유아 또래놀이상호작용 간의 구조적 관계 분석

Abstract

Objectives The purpose of this study is to select the teaching creativity of kindergarten teachers and the play support capacity of kindergarten teachers that affect children's peer play interaction, and to analyze the structural relationship between each variable. Methods For this purpose, 42 kindergarten teachers and 387 5-year-old children located in S special city, G province, G city, and S province were surveyed to measure the variables of kindergarten teachers related to the interaction of children with peer play, and the collected data was analyzed using PASW 24.0 and AMOS 24.0, and the effects of parameters were verified according to the bootstrap verification procedure. Results As a result of examining the structural relationship, first, there was a positive correlation between the kindergarten teachers' teaching creativity, play support ability, and children's peer play interaction. Second, the independent variable, the kindergarten teacher's teaching creativity, had a direct effect on the children's peer play interaction. For example, kindergarten teachers' play support ability showed an indirect effect on children's peer play interaction. In other words, it was confirmed that when the teaching creativity of kindergarten teachers increased, children's peer play interaction increased, but kindergarten teachers' play support ability also increased and, accordingly, children's peer play interaction also increased. Conclusions The influence on the increase or decrease of children's peer play interaction is also significant by the kindergarten teacher's teaching creativity, but it was found that the influence increased when the kindergarten teacher's play support ability was added to the kindergarten teacher's teaching creativity. This suggests that re-education of kindergarten teachers such as creative play support workshops is necessary to improve the quality of children's peer play interactions.