영아교사의 긍정적 놀이신념이 영아와의 상호작용에 미치는 영향에서 물리적 환경수준의 중재효과
The Moderating Effect of the Physical Environmental-level Between Infant Teachers Positive Play Beliefs and Teacher-infant Interaction
- 이미진(Mijin Lee) 이완정(Wanjung Lee)
- 한국보육지원학회
- 한국보육지원학회지
- 제15권 제6호
- 등재여부 : KCI등재
- 2019.12
- 41 - 57 (17 pages)
Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of oneyear- old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher s positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacherchild interaction.
Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론