유아교사의 창의적 교수행동, 반성적 사고, 놀이민감성의 구조적 관계 분석

Abstract

Objectives The purpose df this study is to analyze the structural relationship between perceived creative teaching behavior by early childhood teacher, their reflective thinking, and play sensitivity. Methods For this purpose, a survey was administered to 456 teachers of kindergartens and daycare centers. The collected data were analyzed using SPSS and AMOS program. We analyzed the structural relationship between creative teaching behavior, reflective thinking, and play sensitivity by applying a structural equation model. The bootstrapping was conducted to verify the significance of the mediating effect. Results The research results were as follows; first, there were significant correlations among early childhood teacher’s creative teaching behavior, reflective thinking, and play sensitivity. Second, early childhood teacher’s creative teaching behavior directly affected on play sensitivity and indirectly gave an influence on play sensitivity by a mediation of reflective thinking. In accordance, there was a significant partial mediating effects of early child-hood teacher’s reflective thinking on the relationship between their creative teaching behavior and play sensitivity. Conclusions These results revealed that creative teaching behavior and reflective thinking would be the variables closely related with early childhood teacher’s play sensitivity. This implied that efforts would be urgently needed to in crease early childhood teacher’s creative teaching behavior and reflective thinking as well as to promote play sensitivity.