유아교사의 놀이신념과 전문성 지원환경이 놀이지원 실행에 미치는 영향

Abstract

Objectives This study was conducted to examine the effects of early childhood teachers’ play beliefs and professional support environment on their play support practices. Methods The subjects of this study were 200 early childhood teachers working in daycare centers located in G city and J province. The play beliefs, professional support environment, and play support practices were evaluated directly by the early childhood teachers. The Pearson correlation analysis and regression analysis on the data collected were conducted by using SPSS WIN 29.0. Results First, there were significant differences in teachers’ play beliefs, professional support environment, and play support practices based on their background(age, childcare experience, academic background, working places). Second, the early childhood teachers' positive play beliefs had a significant positive correlation with their play support practices, but their negative play beliefs did a negative correlation with the play support practices. In addition, their professional support environment also had statistically significant positive correlation with play support practices. Third, early childhood teachers' professional support environment and positive play beliefs had significant effects on their play support practices. Fourth, the professional support environment had relatively greater effect on teachers’ play support practices than the positive play beliefs did. Conclusions This study provides more reliably understanding about effects of early childhood teachers' play beliefs and professional support environment on play support practices. And the results of this study suggest that we could develop early childhood teachers' play support practices by enhancing their play beliefs and professional support environment,