유아교육기관의 전문성 지원환경이 유아교사의 디지털놀이 지원역량에 미치는 영향

Abstract

Objectives The effect of the professional support environment of early childhood education institutions on the digital play support competency of early childhood teachers was analyzed.
 Methods A survey was conducted on 844 teachers working at daycare centers and kindergartens in early childhood educational institutions in Seoul and Gyeonggi Province, and SPSS 23.0 and AMOS 23.0 were used to analyze descriptive statistics, reliability and confirmatory factor analysis, and structural equation models.
 Results First, it was found that there was a positive (+) correlation between the professional support environment of early childhood education institutions, early childhood teachers' perception of play rights, perceived usefulness of digital play, and digital play support competency. In addition, it was found that the professional support environment of early childhood education institutions recognized by early childhood teachers had a statistically significant positive (+) effect on the perceived usefulness of digital play. Second, the mediating effect of perception of play rights and perceived usefulness of digital play was proved in the relationship between professionalism support environment and digital play support competency.
 Conclusions As a result of the study, the perceived usefulness of digital play as a mediator to increase digital play support competency was found to have a large effect. Therefore, it is necessary to seek ways to increase the perceived usefulness of digital play by early childhood teachers and the positive perception of the right to play.