Abstract
Objectives The purpose of this study is to investigate the effect of children's playability and creative personality on peer competence. Methods To this end, a survey was conducted on 300 homeroom infant teachers aged 4 to 5 working at kindergartens and daycare centers located in Gwangju Metropolitan City. The collected questionnaire was analyzed using the SPSS 24.0 program. Cronbach's a coefficient, t-test, one-way variance analysis and post-test were conducted to verify reliability, and data was processed through Pearson's correlation analysis and multiple regression analysis. Results As a result of the study, first, as a result of analyzing the mean, standard deviation, skewness, and kurtosis of the research variables, all satisfied the normality. Second, there was a positive correlation between children's playability, creative personality, and peer competence. Third, it can be interpreted that children's playability and creative personality have a significant influence on peer competence. Conclusions Through the results of this study, the purpose of this study is to provide basic data to understand the value and meaning of early childhood play and creative personality in the connection between early childhood education institutions and families, and to improve peer competence in order to enhance children's peer competence, along with programs for creative personality in the revised Nuri course that emphasizes early childhood-led play.
Published Version
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