유아특수교사와 유아교사의 놀이지원 역량 차이 탐색과 영향을 미치는 변인 분석

Abstract

The purpose of this study was to analyze of the differences in play support competency of early childhood special education teachers and early childhood teachers and to determine what variables affect these differences if they are indeed present. The study involved a total of 239 participants including 124 early childhood special education teachers and 115 early childhood education teachers. The results of the study are as follows. First, there was no significant difference in the play support competency of early childhood special education teachers and early childhood teachers in all areas of curriculum operation, learning support, recording and evaluation, professional development, and relationship formation. Second, there was an interaction effect according to the subject of kindergarten establishment and the type of kindergarten establishment when it comes to play support competency of special education teachers and early childhood teachers. There was no difference between national, public, private, and corporate play support competency in the areas of curriculum operation, professional development, and relationship formation. However, national and public early childhood teachers had higher play support competency than private early childhood teachers. Third, there was an interaction effect according to the type of kindergarten on the play support competency of special education teachers and early childhood teachers. In the area of curriculum operation, early childhood special education teachers at public independent kindergarten had higher play support competency than early childhood special education teachers at elementary school annexed kindergartens. However, early childhood education teachers at elementary school annexed kindergartens had higher play support competency than early childhood education teachers at public independent kindergartens. In the future, we propse using this basic data in the pre-service training and in-service training of teachers to strengthen the play support competency of early childhood special education teachers and early childhood teachers.