경계선 유아에 대한 유아교사의 FGI 분석

Abstract

The purpose of this study is to explore early childhood teachers' perceptions of borderline infants. To this end, seven early childhood teachers currently working at early childhood education institutions were analyzed using FGI (Focus Group Interview) to identify which infants are recognized as borderline infants, what difficulties they have in their relationship with borderline infants, and what they think are the ways to help borderline infants adjust to kindergarten smoothly.
 As a result of the study, first, as implications for borderline infants, early childhood teachers considered ‘unbearable ambiguous infants’, ‘infants who cannot communicate at all’, and ‘infants who have difficulty establishing social relationships’ as borderline infants. Second, the necessary conditions for borderline infants were ‘the teacher's ungiving mind’, ‘communication and cooperation with guardians’, and ‘support systems inside and outside kindergartens’. The results of this study can be used as basic data to find ways to support young children's adaptation to kindergarten by understanding the meaning teachers experience in the process of guiding borderline infants in the kindergarten field.