유아교사의 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향

Abstract

Objectives The purpose of this study is to analyze the effect of early childhood teachers' participation in the play learning community on their ability to practice play support. Methods For this purpose, a questionnaire survey was conducted on homeroom teachers aged 3 to 5 who are working in early childhood education institutions in Seoul, Gyeonggi, and Incheon, and data related to play support practice capacity and participation in play learning communities were collected. Hierarchical multiple regression was conducted to analyze the effect of participation in play learning community on play support practice competency. analysis was performed. them. Results The effect of early childhood teachers' participation in the play learning community on the play support practice competency showed differences according to the sub-variables of the play support practice competency. Participation in play-learning community was analyzed as an important predictor for increasing play support execution and play support evaluation, but the effect on play support planning was not significant. In addition, there was a difference in explanatory power on play support planning, implementation, and evaluation, and participation in the play learning community was found to explain play support execution and play support evaluation more effectively than play support plans. Conclusions These results suggest that the play learning community of early childhood teachers needs to be activated in order to proceed with play in which the initiative and spontaneity of infants are respected.