예비유아교사의 놀이성과 창의적 인성이 놀이교수효능감에 미치는 영향

Abstract

The purpose of this study is to verify the mediating effects of play belief in the effects of playfulness and creative personality of pre-service early childhood teachers on play teaching efficacy. For this purpose, 256 pre-service early childhood teachers attending the Department of Early Childhood Education at University in Gyeonggi-do were collected and analyzed through an online survey. The research results are as follows. First, there was a statistically considerable correlation between playfulness, creative personality, play belief, and play teaching efficacy of pre-service early childhood teachers. Second, the playfulness and creative personality of pre-early childhood teachers had an effect on the efficacy of play teaching, and all of the play beliefs showed partial mediating effects. This means that the direct effect of playfulness and creative personality and the indirect effect through play belief exists simultaneously in the play teaching efficacy of pre-early childhood teachers. This results are meaningful in expanding the theoretical basis through verification of the mediating role of play beliefs along with the importance of playfulness and creative personality to improve the effectiveness of play teaching in the future.