유아 성 행동에 대한 유치원 경력 교사의 인식, 경험과 요구 분석

Abstract

Objectives In this research, by examining the perceptions, experiences, and needs of teachers with more than 3 years of experience regarding sexual behavior in children, we understand the application status of guidelines for managing and responding to sexual behavior (problems), find ways to operate them more effectively, and provide practical sexual behavior teacher education. It is intended to be used as basic data. Methods In order to find out the awareness, experience, and needs of experienced teachers regarding children's sexual behavior, 153 teachers who participated in the ‘Early childhood education Grade 1 Teacher Training’ in Gyeonggi-do for a total of 10 days starting January 2, 2024 were surveyed through an online survey with a total of 25 questions.The survey results were analyzed by calculating frequencies and percentages using SPSS 25, and in case of duplicate questions, rankings were calculated based on response frequency. Results Regarding whether they were aware of the difference between children's sexual behavior (problem) and the sexual behavior (problem) based on the main results of recognizing dolls related to play and guidance, the majority of teachers (45%) answered that they were at an average level, and that they considered children's sexual behavior as behavior. Thinking (54%) is the most common. Additionally, all teachers responded that children's sexual behavior (problems) and guidance are needed (100%). The main results regarding the instructor's experience related to infant sexual behavior (problems) and response and guidance include responses indicating that they have experience with infant sexual behavior (problems) (79.%) and response and guidance through consultation with families (20.8%). I think it got the most answers. The most common response was that families celebrate parties (45%) as the main form of recognition and need for educational support for play and guidance of children's sexual behavior (problems), and the most common response was that education was very helpful (52%). . Additionally, the most common need was for improvements in small environments and situations (31%) that represent response and guidance to children's sexual behavior (problems). Conclusions Training related to children's sexual behavior (problems) should be continuously conducted for teachers to strengthen teachers' response and guidance expertise, the need for parent education on the topic of sex education and sexual behavior (problems), and the publication and distribution of various sexual behavior (problem) casebooks. It was suggested that education related to children's sexual behavior (problems) is needed at the pre-service teacher stage.