유아교사 특성에 따른 디지털 놀이 지원 역량과 2019 개정 누리과정에 기초한 디지털 놀이 실행 및 그 관계

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Objectives The purpose of this study was to examine the difference between digital play support competency according to the early childhood teachers’ characteristics, and the effects of teachers' digital play support competency on the implementation of digital play based on the 2019 revised Nuri curriculum. Methods For data collection, 378 early childhood teachers in Seoul, Incheon, Sejong, Daegu, and Gyeongnam, were surveyed by questionnaires about teachers’ digital play support competency and implementation of digital play based on the 2019 revised Nuri curriculum from 27 January 2023 to 7 March. For data analysis, descriptive statistics, one-way ANOVA, simple regression analysis, and stepwise regression analysis were used by SPSS 27.0. Results First, early childhood teachers' digital play support competency was higher than in the middle, and significant differences were found according to the teachers’ age, career, institutional type, number of digital play, and number of digital related training. Early childhood teachers' implementation of digital play based on the 2019 revised Nuri curriculum was higher than in the middle, and significant differences were found according to the teachers’ age, career, institutional type, number of digital play, and number of digital related training. Second, there was a significant positive correlation between teachers’ digital play support competency and implementation of digital play based on the 2019 revised Nuri curriculum. Third, early childhood teachers’ digital play support competency had significant effect on the implementation of digital play based on the 2019 revised Nuri curriculum. Conclusions In order to promote early childhood teachers' implementation of digital play based on the 2019 revised Nuri curriculum, it is important to strengthen the level of digital play support competency, and teacher training and education should be supported for this.