지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 송승민
- 발행연도
- 2021
- 저작권
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초록· 키워드
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This study examined the impact of young children teacher play on
young children’s creative personality by mediating the effectiveness of
play teaching efficacy.
For the study, a survey was conducted on 105 young children
teachers working at kindergartens and daycare centers with addresses
in H city using Google Forms. The survey period was from February 2
to February 21, 2021, and as a teacher report, a total of 210 children
were reported by selecting two young children with one attendance
number for each boy and girl in charge of the class.
The research tools were as follows. ''Young Children Creative
Personality Rating Scale'' Kang In-hyang (2009) was used to measure
the creativity of young children, and teacher''s playfulness was
measured by Glyn and Webster (1992). To examine the play teaching
efficacy, the scale of Shin Eun-soo, Yoo-young, and Park Hyun-kyung
(2004) was used.
The collected survey data were conducted using SPSS 23 for
reliability verification, descriptive statistics, frequency and percentage
statistics, one-way ANOVA, and Scheffe-test as post-verification.
Pearson''s correlation was conducted to analyze the relationship between
variables and simple and multiple regression were performed to
examine the mediated role. Also, the significance of the mediated effect
was verified by Sobel test.
First, the overall reliability of the young children’s creative
personality is Cronbach''s α.88, the playability of the young children
teacher is Cronbach''s α.88, and the play teaching efficacy is
Cronbach''s α.90. All research tools have high homogeneity, consistency,
and reliability.
Second, according to the analysis of differences according to the
general background, the playfulness of young children teachers differed
significantly in the career of teachers and in the class age in charge of
teaching. Teachers with more than 10 years of experience had higher
playfulness than teachers with less than 3 to 5 years of experience,
and teachers in charge of 4 years showed higher playability than those
in 3 and 5 years of age.
Third, the playfulness of young children teachers, the play teaching
efficacy, and the creative personality of young children have shown
significant static correlations.
Fourth, the effect of young children teacher''s playfulness on young
children''s creative personality showed a completely mediating effect.
The results of the study suggest that high-quality teachers''
playfulness and play teaching efficacy are needed for the creative
development of young children. This study aims to provide basic data
on the development of playfulness and play teaching methods programs
for young children teachers to promote their creative personality.
young children’s creative personality by mediating the effectiveness of
play teaching efficacy.
For the study, a survey was conducted on 105 young children
teachers working at kindergartens and daycare centers with addresses
in H city using Google Forms. The survey period was from February 2
to February 21, 2021, and as a teacher report, a total of 210 children
were reported by selecting two young children with one attendance
number for each boy and girl in charge of the class.
The research tools were as follows. ''Young Children Creative
Personality Rating Scale'' Kang In-hyang (2009) was used to measure
the creativity of young children, and teacher''s playfulness was
measured by Glyn and Webster (1992). To examine the play teaching
efficacy, the scale of Shin Eun-soo, Yoo-young, and Park Hyun-kyung
(2004) was used.
The collected survey data were conducted using SPSS 23 for
reliability verification, descriptive statistics, frequency and percentage
statistics, one-way ANOVA, and Scheffe-test as post-verification.
Pearson''s correlation was conducted to analyze the relationship between
variables and simple and multiple regression were performed to
examine the mediated role. Also, the significance of the mediated effect
was verified by Sobel test.
First, the overall reliability of the young children’s creative
personality is Cronbach''s α.88, the playability of the young children
teacher is Cronbach''s α.88, and the play teaching efficacy is
Cronbach''s α.90. All research tools have high homogeneity, consistency,
and reliability.
Second, according to the analysis of differences according to the
general background, the playfulness of young children teachers differed
significantly in the career of teachers and in the class age in charge of
teaching. Teachers with more than 10 years of experience had higher
playfulness than teachers with less than 3 to 5 years of experience,
and teachers in charge of 4 years showed higher playability than those
in 3 and 5 years of age.
Third, the playfulness of young children teachers, the play teaching
efficacy, and the creative personality of young children have shown
significant static correlations.
Fourth, the effect of young children teacher''s playfulness on young
children''s creative personality showed a completely mediating effect.
The results of the study suggest that high-quality teachers''
playfulness and play teaching efficacy are needed for the creative
development of young children. This study aims to provide basic data
on the development of playfulness and play teaching methods programs
for young children teachers to promote their creative personality.
목차
Ⅰ. 서 론 ··········································································11. 연구의 필요성과 목정 ······························································12. 연구 문제 ·····················································································73. 용어의 정의 ·················································································81) 유아의 창의적 인성 ······································································82) 유아교사의 놀이성 ········································································83) 유아교사의 놀이교수효능감 ························································9Ⅱ. 이론적 배경 ·································································101. 유아의 창의적 인성 ································································101) 창의적 인성의 개념 ···································································102) 창의적 인성의 특성 및 구성요소 ···········································143) 유아의 창의적 인성에 영향을 미치는 변인 ························172. 유아교사의 놀이성 ··································································191) 유아교사의 놀이성의 개념 및 중요성 ···································192) 유아교사의 놀이성과 유아의 창의적 인성과의 관계 ········223. 유아교사의 놀이교수효능감 ·················································241) 놀이교수효능감의 개념 및 중요성 ·········································242) 놀이교수효능감과 유아의 창의적 인성과의 관계 ··············273) 유아교사의 놀이성과 놀이교수효능감과의 관계 ················28Ⅲ. 연구방법 ·······································································311. 연구대상 ····················································································312. 연구도구 ····················································································333. 자료 분석 ··················································································35IV. 연구결과 ·······································································371. 일반적 배경에 따른 변인 차이 ···········································371) 예비 분석 ······················································································372) 일반적 배경에 따른 차이 검증 ···············································382. 유아교사의 놀이성과 놀이교수효능감 및 유아의 창의적인성간의 관계 ··········································································393. 유아교사의 놀이성과 유아의 창의성 인성간의 관계에서유아교사의 놀이교수효능감의 매개적 역할 ····················40Ⅴ. 논의 및 결론 ·······························································431. 요약 및 논의 ············································································432. 한계점 및 제언 ········································································49참고문헌 ···············································································50부 록 ···············································································63ABSTRACT ·······································································73
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