교사의 교육신념에 따른 유치원과 어린이집 유아의 자아개념 차이 연구

A Study on the Difference in Self Concept of Children of Kindergartens and Nursery Schools in Relation with Educational Belief of Teachers

The goal of this study is to find relationship between kindergarten teachers and nursery school teachers educational belief and reality and their students self concept. Conclusions are as follows: First, after reviewing and comparing a kindergarten and a nursery school in relation with educational belief and educational reality, kindergarten teachers seemed to have more belief congruent for development of children than nursery school teachers in light of educational belief. However, from the viewpoint of educational reality, kindergarten teachers and nursery school teachers seemed to have equal distribution in reality congruent or incongruent for development of children. Second, regarding the self concept of children in kindergartens and nursery schools kindergarten children gained significantly higher scoren all aspects of self concept and subordinate sectors such as cognitive self, emotional self, social self, physical self than nursery school children. Third, kindergarten seemed to have higher scores in light of self concept and subordinate sectors and nursery school children when the teacher s educational belief is necessary to development of children compared with belief incongruent for development of children. If the teacher s educational belief is a congruent belief for development of children, kindergarten children have gained higher score, compared to nursery school children, in self concept and cognitive self and physical self. Even if it is not a congruent belief for development of children, kindergarten children have attained higher score, compared to nursery school children, in light of self concept and subordinate sectors. In addition, when the teacher s application of educational reality is congruent reality for development of children, kindergarten and nursery school children gained higher score in all fields of self concept and subordinate sectors when the teacher s application of educational reality is not a congruent reality for development of children. Whether it is a congruent reality for development or not, kindergarten children got higher scores in all fields of self concept and subordinate sectors than nursery school children. In conclusion, the educational belief and reality of teachers congruent for development of children affected self concept development of children in a positive manner, and accordingly it is reasonable that kindergarten children educated by the teachers with more educational belief and reality have higher self concept development than nursery school children.