영유아권리존중 프로그램이 교사의 심리적 안녕감과 영유아권리존중 보육실행에 미치는 영향

Abstract

This study attempted to investigate the effect of teachers' psychological well-being and respect for infant rights on childcare implementation by developing a program for respecting infant rights. The subjects of this study were 19 childcare teachers working at G Daycare Center (10 experimental groups) and T Daycare Center (9 comparative groups) located in G city, Gyeongsangbuk-do. The teachers in the experimental group conducted a respect for infant rights program for 12 weeks, and in the case of the comparative group, classes according to the standard childcare course were conducted without a separate program. In order to verify the effectiveness of the infant rights respect program, tests on psychological well-being and respect for infant rights were conducted before and after the implementation. The SPSS 22.0 program was used for statistical processing of the collected data, and homogeneity was verified by performing an independent sample t-test for the pre-test. The results of this study are as follows. First, the infant rights respect program was effective in improving the psychological well-being of teachers, and it was verified that it was effective in improving the sub-areas of self-acceptance, positive interpersonal relationships, autonomy, control over the environment, purpose of life, and personal growth. Second, the respect for infant rights program had a positive effect on the level of infant rights respect child care implementation, and it was proven to be effective in improving the best interests of children as well as respecting the sub-areas of one day. Therefore, it is necessary to provide a variety of infant rights respect programs suitable for the needs and characteristics of educational institutions and members to promote teachers' psychological well-being and to better implement respect for infant rights childcare.