유아교사들이 인식하는 장애유아 학대의 유형과 원인에 관한 의미연결망 분석

Abstract

The purpose of this study was to obtain basic data for the organization of education programs for the abuse prevention of disabled infants and toddlers. To this end, the semantic structure of the types and causes of infantile abuse recognized by infant teachers was to be identified. Therefore, a questionnaire survey was conducted on 127 nursery teachers and kindergarten teachers working at daycare centers and kindergartens in Seoul and Gyeonggi-do. Based on the survey results, a frequency analysis of key words related to the types and causes of abuse of infants and toddlers with disabilities was conducted. In order to understand the structural characteristics of 60 key words related to abuse type and 25 key words related to abuse cause, UCINET6 and NetDraw program were used to conduct semantic network analysis, centrality and cluster analysis. As a result, in the centrality analysis, in the case of abuse type, the key words related to physical and emotional abuse were high, and in the cluster analysis, the importance of emotional abuse was derived. In the case of the cause of abuse, stress and lack of understanding of disability were high in centrality analysis, and in cluster analysis, the internal factor of teachers was found to be related to abuse. Based on these results, the composition of a program for preventing abuse of infant with disabilities for early childhood teachers was proposed.