Abstract
The purpose of this study was to examine the mediating effect of teacher-child interaction and play teaching efficacy in the area of early childhood teachers' emotional expressiveness on young children’s socio-emotional competence. The subjects of the study were 270 early childhood teachers and infants in Busan, Ulsan, and Gyeongsangnam-do. Structural relationship analysis was performed on the collected data using SPSS and AMOS 25.0 programs. As a result of the study, first, there was a positive correlation between the emotional expression of early childhood teachers, the interaction between teachers and young children, play teaching efficacy and the socio- emotional competence of young children. Second, the effects of play teaching efficacy was completely mediated by the influence of teachers' emotional expressiveness on children's socio- emotional competence. Third, teachers' emotional expressiveness influenced children's socio- emotional competence by sequentially double-mediating teacher-child interactions and play teaching efficacy. Through this study, basic data on variables related to children's social and emotional competence were provided.
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