유아교사의 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향

The Effect of Early Childhood Teachers' Participation in the Play Learning Community on Play Support Practice Competency

목적 본 연구의 목적은 유아교사의 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향을 분석해 보는데 있다. 방법 이를 위하여 서울, 경기, 인천 지역 유아교육기관에 재직 중인 만 3세~5세 담임교사를 대상으로 설문조사를 실시하여 놀이지원 실천역량, 놀이학습공동체 참여 관련 자료를 수집하였다. 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향관계 분석을 위해 위계적 다중회귀분석을 실시하였다. 결과 유아교사의 놀이학습공동체 참여가 놀이지원 실천역량에 미치는 영향은 놀이지원 실천역량의 하위변인에 따라 차이를 보였다. 놀이학습공동체 참여는 놀이지원 실행, 놀이지원 평가를 높이는 데 중요한 예측변인으로 분석되었지만 놀이지원 계획에 미치는 영향력은 유의하지 않은 것으로 나타났다. 또한 놀이지원 계획, 실행, 평가에 미치는 설명력에도 차이가 있었는데, 놀이학습공동체 참여는 놀이지원 계획보다 놀이지원 실행과 놀이지원 평가를 더욱 효과적으로 설명하는 것으로 나타났다. 결론 이러한 결과는 유아의 주도성과 자발성이 존중되는 놀이 진행을 위해서는 유아교사들의 놀이학습공동체가 활성화될 필요가 있음을 시사한다.

Objectives The purpose of this study is to analyze the effect of early childhood teachers' participation in the play learning community on their ability to practice play support. Methods For this purpose, a questionnaire survey was conducted on homeroom teachers aged 3 to 5 who are working in early childhood education institutions in Seoul, Gyeonggi, and Incheon, and data related to play support practice capacity and participation in play learning communities were collected. Hierarchical multiple regression was conducted to analyze the effect of participation in play learning community on play support practice competency. analysis was performed. them. Results The effect of early childhood teachers' participation in the play learning community on the play support practice competency showed differences according to the sub-variables of the play support practice competency. Participation in play-learning community was analyzed as an important predictor for increasing play support execution and play support evaluation, but the effect on play support planning was not significant. In addition, there was a difference in explanatory power on play support planning, implementation, and evaluation, and participation in the play learning community was found to explain play support execution and play support evaluation more effectively than play support plans. Conclusions These results suggest that the play learning community of early childhood teachers needs to be activated in order to proceed with play in which the initiative and spontaneity of infants are respected.