본 연구는 유아의 놀이성에 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 어떤 영향을 주는지 중요성을 시사하며, 유아교사의 놀이지원역량과 교수창의성, 그리고 놀이교수효능감이 유아의 놀이성에 미치는 영향에 관하여 알아보고자 한다. 본 연구의 목적에 맞도록 설정된 연구문제는 다음과 같다.

1. 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감, 유아놀이성의 일반적 경향은 어떠한가?
2. 유아교사의 일반적 배경(교사연령, 최종학력, 경력, 근무기관유형, 담당학급연령) 에 따른 놀이지원역량, 교수창의성, 놀이교수효능감, 유아놀이성의 차이는 어떠한가?
3. 유아교사의 놀이지원역량, 놀이교수효능감, 교수창의성, 유아놀이성의 상관관계는 어떠한가?
4. 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 유아의놀이성에 미치는 영향은 어떠한가?

본 연구는 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 유아의 놀이성에 미치는 영향을 알아보기 위하여 G광역시의 유치원과 어린이집에 근무하는 유아교사들을 대상으로 정하였다. 해당 유치원과 어린이집에 전화 및 방문하여 본 연구의 목적을 설명 후, 동의 한 유아교육기관 42개소의 만 3, 4, 5세 유아담임교사 316명을 대상으로 설문지를 배부하였다. 배부된 설문지는 모두 회수 후 검토과정에서 한 문항에 대해 복수응답, 누락된 응답, 불성실한 응답의 설문지 10부를 제외한 306부를 최종분석하였다. 본 연구를 토대로 분석한 결과는 다음과 같다.
첫째, 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감, 유아놀이성의 일반적 경향은 교수창의성에 관해서는 차이가 없었으나, 놀이지원역량, 놀이교수효능감, 유아의 놀이성에 관하여 유의미한 차이가 있는 것으로 나타났다.
둘째, 유아교사의 배경변인에 따른 놀이지원역량은 교사연령과 담당학급연령에 대해서는 차이가 없었으나, 최종학력, 경력, 근무기관유형에 대해서는 유의미한 차이가 있는 것으로 나타났다. 각각의 변인을 살펴보면, 유아교사의 배경변인에 따른 교수창의성은 교사연령, 담당학급연령에 대해서는 차이가 없었으나, 최종학력, 경력, 근무기관유형에 대해서는 유의미한 차이가 있는 것으로 나타났고, 유아교사의 배경변인에 따른 놀이교수효능감은 교사연령에 대해서는 차이가 없었으나 최종학력, 경력, 근무기관유형, 담당학급연령 대해서는 유의미한 차이가 있는 것으로 나타났다. 또한, 유아교사의 배경변인에 따른 유아의 놀이성은 근무기관유형에 대해서는 차이가 없었으나, 교사연령, 최종학력, 경력, 근무기관유형에 대해서는 유의미한 차이가 있는 것으로 나타났다.
셋째, 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감, 유아의 놀이성 간 상관 관계는 각 하위요인들 간의 상관관계를 분석한 결과 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감은 유아의 놀이성과 관련성이 있는 것으로 나타났다. 유아의 놀이성의 원인변인 중에서 놀이지원역량과 교수창의성이 가장 높은 상관관계를 보였으며, 다음으로 놀이교수효능감과 유의미한 상관관계가 나타나 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 높을수록 유아의 놀이성이 높아지는 것을 알 수 있다. 결과적으로 유아교사의 놀이지원역량과 교수창이성 높을수록 유아들에게 가치있는 놀이경험, 협동적인 놀이를 제공하고 다양하고 풍부한 놀이환경을 지원해 줄 수 있고, 유아교사의 놀이지원역량과 교수창의성은 유아의 놀이성 발현에 영향을 미치는 변인임을 시사한다고 볼 수 있다. 따라서, 유아교사의 놀이지원역량과 교수창의성을 강화할 수 있도록 전문적인 연수기회 등이 제공되며 다양한 놀이환경에 대한 적절한 지원을 할 수 있는 수업의 자율성이 존중되고 강화할 수 있는 방안이 필요할 것이다.
넷째, 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 유아의 놀이성에 미치는 영향으로는 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감의 원인변인 중 독립변수의 영향력에는 차이가 있는 것으로 나타났으나, 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감 모두 유아의 놀이성 중 신체적·사회적·인지적 자발성, 즐거움의 표현, 유머감각에 영향을 미치는 것으로 나타났다. 이러한 연구결과를 통해 유아교사의 놀이지원역량, 교수창의성, 놀이교수효능감이 높을 때 유아의 놀이성 면에서 신체적 ·사회적·인지적 자발성, 즐거움의 표현, 유머감각에 긍정적인 영향을 미치는 주요 요인임을 알 수 있다.
본 연구의 결과는 놀이중심 교육과정을 실행 중인 유아교육현장에서 유아교사의 놀이지원역랑, 교수창의성, 놀이교수효능감이 유아의 놀이성에 직접적인 영향을 주는 중요성을 확인할 수 있었다. 따라서, 유아교육현장에서는 유아의 놀이성에 영향을 주는 교사의 놀이지원역량, 교수창의성, 놀이교수효능감 향상을 위한 노력과 놀이환경 구성 및 지속적인 개선 및 변화 그리고 유아교육현장에서 활용 가능한 다양한 연구가 활성화되어야 할 것이다.

ABSTRACT


The Effects of Early Childhood Teachers'' Play Support Competence, Teaching Creativity, and Play Teaching Efficacy on Children''s Playfulness

Lee Jeong min

Major in Early Childhood Education
Department of Education
Graduate School of Education
Gwangju Women''s University
(Supervised by Professor Oh Jae yeon)


This study examines how early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy affect children''s play, and investigate the effects of early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy on children''s playfulness. The research questions set for the purpose of this study are as follows.
1. What are the general trends of early childhood teachers'' play support competence, teaching creativity, play teaching efficacy, and children playfulness?
2. What are the differences in play support competence, teaching creativity, play teaching efficacy, and children playfulness according to the general background of early childhood teachers (teacher’s age, final education level, experience, type of work institution, class age in charge)?
3. What is the correlation among early childhood teachers'' play support competence, play teaching efficacy, teaching creativity, and children’s playfulness?
4. How do early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy affect children''s playfulness?
In this study, early childhood teachers working in daycare centers and kindergartens in G Metropolitan City were randomly sampled to investigate the effects of early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy on children''s playfulness. After calling and visiting the relevant daycare centers and kindergartens to explain the purpose of this study, questionnaires were distributed to 316 early childhood teachers in charge of classes aged 3, 4, and 5 at 42 child education institutions who gave their consent. In the process of collecting and reviewing all distributed questionnaires, 306 copies of the questionnaire were finally analyzed, excluding 10 copies with checking multiple responses to one question, missing responses or insincere responses. The summary of the results analyzed through this study is as follows.
First, it was found that the general trends of play support competence, teaching creativity, play teaching efficacy, and children playfulness of early childhood teachers did not differ for teaching creativity, but that there were significant differences in play support competence, play teaching efficacy, and children''s playfulness.
Second, there was no difference in play support competence, which is different from the background variable of early childhood teachers, for the age of the teacher and the age of the class in charge, but there was a significant difference in the final education level, experience, and type of work institution. Looking at each variable, there was no difference in teaching creativity according to the background variable of early childhood teachers for the age of the teacher and the age of the class in charge, but there was a significant difference in the final education level, experience, and type of work institution. There was no difference in the play teaching efficacy according to the background variables of early childhood teacher in teacher age, but there was a significant difference in the final education level, career, type of work institution, and class age in charge. In addition, there was no difference in children''s playfulness according to the background variables of early childhood teachers for the type of work institution, but there was a significant difference for the teacher''s age, final education level, career, and type of work institution.
Third, in the correlation between early childhood teachers'' play support competence, teaching creativity, play teaching efficacy, and children''s playfulness, from the result of analyzing the correlation between each sub-factors, early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy were found to be related to children''s playfulness. Among the causal variables of children''s playfulness, play support competence and teaching creativity showed the highest correlation, and next, a significant correlation was found with play teaching efficacy, demonstrating that the higher the play support competence, teaching creativity, and play teaching efficacy of early childhood teachers, the higher the children''s playfulness. As a result, the higher the play support competence and teaching creativity of early childhood teachers, the more valuable play experiences and cooperative play are provided to children and a variety of rich play environments are supported to children. It can be seen that early childhood teachers'' play support competence and teaching creativity are variables that affect the expression of children''s playfulness. Therefore, professional training opportunities are to be provided to strengthen the play support competence and teaching creativity of early childhood teachers, and plans to respect and strengthen the autonomy of classes that can provide appropriate support for various play environments will be needed.
Fourth, as for the effects of early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy on children''s playfulness, among the causal variables of play support competence, teaching creativity, and play teaching efficacy of early childhood teachers, although there were differences in the influence of each independent variable, it was found that all of early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy affected physical spontaneity, social spontaneity, cognitive spontaneity, expression of pleasure, and sense of humor among children''s playfulness. Through these findings of this study, when early childhood teachers'' play support competence, teaching creativity, and play teaching efficacy are high, there is a positive effect on children''s physical spontaneity, social spontaneity, cognitive spontaneity, expression of pleasure, and sense of humor in terms of children’s playfulness.
The results of this study confirmed that the play support competence, teaching creativity, and play teaching efficacy of early childhood teachers directly affect children''s playfulness in the children''s education field in which the play-centered curriculum is being implemented. Therefore, efforts to improve teachers'' play support competence, teaching creativity, and play teaching efficacy that affect children''s playfulness in the field of children''s education, and various studies that can be used in the configuration of play environment, continuous improvement and change, and children''s education should be activated.