유아교사의 자율성과 놀이지원역량이 2019 개정 누리과정의 놀이실행에 미치는 영향

Abstract

Objectives The purpose of this study was to examine the effect of early childhood teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum.
 Methods For data collection, 324 early childhood teachers in Gyeongnam province were surveyed by questionnaires about teachers’ autonomy, play support competency on the play implementation of the in the 2019 Nuri curriculum from 30 May 2022 to 12 Jun. For data analysis, descriptive statistics, Pearson’s correlation , and hierarchical regression analysis were used by SPSS 25.0.
 Results First, early childhood teachers' autonomy, play support competency, and play implementation of the 2019 revised Nuri curriculum were in high level. Second, there was a significant positive correlation among the teachers’ autonomy, play support competency, and play implementation of the 2019 revised Nuri curriculum. Third, early childhood teachers’ autonomy and play support competency was found to influence on the play implementation of the 2019 revised Nuri curriculum.
 Conclusions This results suggest that in order to enhance play implementation of the 2019 revised Nuri curriculum, teacher’s autonomy and play support competency need to be improved.