Abstract
The purpose of this study is to develop a child-teacher play interaction program to enhance the play-supporting competence of early childhood teachers and to examine its effects on teacher-child interaction, teaching efficacy, and ego resilience. The participants were 27 classroom teachers and 27 children in their classes from 4 kindergartens in Daegu. Among 27 teachers, 13 teachers and their classes’ 13 children were selected as the experimental group, and 14 teachers and their classes’ 14 children were selected as the control group. Research instruments include teacher-child interaction, teaching efficacy, and ego resilience. Teachers in the experimental group participated in the program, consisting of 10 sessions 10 sessions held once a week. Data were analyzed using the SPSS 21.0 program, and effectiveness was examined through covariate analysis(ranked ANCOVA). The results of the teacher training program are as follows. First, this program is found to increase positive interactions between teachers and children. Second, teaching efficacy is found to be increased by this program. Finally, the teacher training program is also found to increase teachers ego resilience as well. The results of this study demonstrate the effectiveness of a play-supporting competency program in improving teacher’s interactions, teaching efficacy, and ego resilience.
Published Version
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