유아교사의 놀이지원 개선을 위한 요구도 분석

Abstract

The purpose of this study was to analyze the priorities of early childhood teachers' demands for improvement in play support, identify factors that should be prioritized to improve early childhood teachers' play support, and provide basic data for related program development and educational materials. For this purpose, a survey was conducted on 234 kindergarten teachers. To analyze needs priorities, t-test, Borich needs analysis, and The locus for focus model type analysis were used. As a result of the study, the factors that should be considered as top priorities for improving play support for early childhood teachers were analyzed as 3 factors of play observation and understanding, 1 factor of play environment support, and 1 factor of play support reflection. Play interaction factors were not included in the needs or priorities. As a result of analyzing the priorities for improvement in each field of early childhood teacher play support, it was found that early childhood teacher play support requires efforts to improve circular practice of supporting, interacting with and reflecting on the play environment based on play observation. Based on these research results, implications for improving play support for early childhood teachers were presented.