교사의 놀이신념이 유아의 일상적 스트레스에 미치는 영향

A Study on the Influences of Teachers Play Beliefs on the Daily Stress of Young Children

The purpose of this study was to investigate the influences of teachers play beliefs on the daily stress of young children. The subjects included 130 four- and five-year-olds attending kindergarten in Seoul, Incheon City, and Bucheon and also their 14 teachers. For data analysis, the investigator obtained Cronbach s coefficients with the SPSS ver. 18.0 (SPSS Inc., Chicago, Il, USA) statistical program and conducted descriptive statistical analysis and simple regression analysis. The major findings were summarized as follows: First, young children scored total mean of 1.09 points in daily stress, and it was lower than the mean of the scale(1.5). They suffered the highest level of stress when encountered criticizing, aggressive situations, which was followed by experiencing anxiety, frustration, and getting their self-esteem challenged. Second, the positive play beliefs of teachers had no impacts on the daily stress of young children, but their negative play beliefs had a high level of significant impacts on their daily stress.