유아교사의 놀이신념과 유아 놀이성의 관계에서 유아교사의 수업환경조절전략 활용능력 매개효과

Abstract

Objectives The purpose of this study was to investigate the mediating effect of early childhood teachers' ability to utilize classroom environment regulating strategies on the relationship between their play beliefs and young children's playfulness. Methods A survey was conducted with 163 early childhood teachers working in preschools in the Busan, Gyeongnam, and Gyeongbuk regions of South Korea. The collected data were analyzed using SPSS 24.0, and to verify the mediating effect, a three-step regression analysis was conducted following Baron and Kenny's (1986) method. Results The results revealed significant positive correlations among early childhood teachers' play beliefs, their ability to utilize classroom environment regulating strategies, and young children's playfulness. Additionally, the ability to utilize classroom environment regulating strategies was found to partially mediate the relationship between early childhood teachers' play beliefs and young children's playfulness. Conclusions This study suggests that early childhood teachers' play beliefs indirectly influence young children's playfulness through their ability to utilize classroom environment regulating strategies. Therefore, it is necessary for early childhood teachers to develop positive play beliefs and enhance their ability to utilize classroom environment regulating strategies. Furthermore, the findings imply that future teacher training programs aimed at promoting young children's playfulness should incorporate both play beliefs and the ability to utilize classroom environment regulating strategies.