유치원 교사의 교육신념과 유아의 자아개념과의 관계

Relationship Between the Educational Belief of Kindergarten Teachers and the Self-Concept of Young Children

This study was aimed to see the effects of the relationship between the educational belief of kindergarten teachers and the self-concept of infants. The study was assumed to be able to estimate the effects of influence of the belief, actions, and types of kindergarten teachers to forming character, feeling, and human nature of infants. Characters formed at the time of kindergarten education will influence continuously to their lives to the future in the process of growth and development. To achieve the research goals the following research questions were established. First, is there any difference in the educational belief among teachers? Second, is there any difference in the self-concepts among infants? Third, is there any difference in the degree of self-concept of infants according to that of educational belief of the teachers? To examine the research questions questionnaires were distributed to 125 kindergarten teachers and 1,875 infants (15 infants to each teacher) in Kwangju area, Out of the collected data, questionnaires of 106 teachers and 1590 infants were selected and analyzed for this study. The results from the analysis are as follows : First, Although kindergarten teachers generally have suitable educational belief, they do not practice their educational belief for their teaching properly. Second, the self-concept level of infants was found as a medium level, and the perceptions of self-concept influences mostly to the self-concept of infants in the lower level. Third, the level of self-concept of infants taught by the teachers with suitable educational belief showed higher than that of self-concept of infants taught by the teacher with unsuitable educational belief. Difference were found at the level of p<0.05. For each lower level, it showed p<0.05 in perceiving self, and p<0.01 in social self and physical self. Fourth, the self-concept level of infants taught by teachers with suitable educational practice showed higher than that of unsuitable educational practice according to the level of teachers educational practice. There was a meaningful at the level of p<0.05. For each lower level, it showed p<0.01 in the perceiving self, and p<0.05 in feeling self, social self, and physical self. Fifth, the self-concept level of infants who taught by the teachers with practical applications and suitable educational belief showed higher than that of unsuitable teachers. Difference were found at the level of p<0.05. For each lower level, it showed p<0.05 in social self and physical self. From the results, we can conclude that the educational belief of teachers influence to the level of concept of infants. In addition, it was found that the educational belief played the most important role among various factors of teachers.