영유아교사의 디지털놀이지원역량 관련 변인 분석 : 디지털리터러시, 놀이교수효능감의 관계를 중심으로

Analysis of Variables Related to the Digital Play Support Competency of Early Childhood Teachers : Focusing on the Relationship between Digital Literacy and Play Teaching Efficacy

연구목적: 영유아교사의 배경변인에 따른 디지털놀이지원역량, 디지털리터러시, 놀이교수효능 감에 대한 인식과 영유아교사의 디지털리터러시와 놀이교수효능감이 디지털놀이지 원역량에 미치는 영향을 분석하는 것이다. 연구방법: 대구·경북에 근무하고 있는 영유아교사 439명 대상 눈덩이 표집방법으로 설문조사 를 2024년 6월3일~7월5일까지 실시하였다. 수집된 자료는 SPSS 25 통계프로그램으로 영유아교사의 디지털놀이지원 역량 관련 배경변인에 따른 인식의 차이는 t 검증과 일 원변량분석, Scheffe 사후 검증, 영유아교사의 디지털리터러시와 놀이교수효능감이 디지털놀이지원역량에 미치는 영향력을 알아보기 위해 중다회귀분석을 실시하였다. 연구결과: 첫째, 영유아교사의 배경변인에 따른 인식의 차이는 디지털놀이지원역량은 담당학급, 학력, 연수경험 유무, 경력, 디지털리터러시 하위변인 지식리터러시와 놀이교수효능 감은 경력에 따라 인식의 차이를 보였다. 둘째, 디지털놀이지원역량의 하위변인 디지 털놀이이해와 디지털놀이실행지원은 디지털리터리시의 컴퓨터와 정보리터러시, 디지 털매체교육적 활용은 디지털리터리시의 컴퓨터, 정보, 지식리터러시 모두 유의미한 변인으로 나타났다. 그러나 디지털놀이지원역량에 놀이교수효능감은 유의미한 변인 이 아닌 것으로 나타났다. 연구결론: 영유아교사의 디지털놀이지원역량 증진을 위해 개인차를 반영한 지원과 연수, 디지 털리터러시의 컴퓨터, 정보, 지식을 강화해야 함을 시사하고 있다.

Purpose: This is to analyze the perceptions of digital play support competence, digital literacy, and play teaching efficacy of early childhood teachers based on background variables, and how the digital literacy and play teaching efficacy of early childhood teachers affect their digital play support competence. Methods: A snowball sampling survey was conducted from June 3 to July 5, 2024, with 439 early childhood teachers working in Daegu and Gyeongbuk. The collected data were analyzed using SPSS 25 statistical program to examine the differences in perception related to digital play support competency according to the background variables of early childhood teachers. Independent variable t-tests and one-way ANOVA, along with Scheffe's post hoc tests, were conducted. To investigate the impact of early childhood teachers' digital literacy and play teaching efficacy on digital play support competency, multiple regression analysis was performed. Results: First, the differences in perceptions according to the background variables of early childhood educators showed that the digital play support competence, depending on the teaching grade, educational background, training experience, work experience, and digital literacy, displayed differences in perception only for the sub-variable of knowledge literacy based on work experience, and the play teaching efficacy also showed differences in perception based on work experience. Second, the sub-variables of digital play support competency, digital play understanding and digital play implementation support, were found to be significant variables in digital literacy's computer and information literacy, and the educational use of digital media was found to be significant variables in all three sub-variables of digital literacy, computer, information, and knowledge literacy. However, the three sub-variables of digital play support competency, namely digital play understanding, digital media education, and digital play implementation support, as well as the belief in play teaching efficacy and expectations for play teaching outcomes, were not found to be significant variables. Conclusion: This suggests that in order to improve the digital play support competency of early childhood teachers, support and training that reflect individual differences, and digital literacy skills such as computers, information, and knowledge should be strengthened.