영아교사의 긍정적 놀이신념이 영아와의 상호작용에 미치는 영향에서 물리적 환경수준의 중재효과

• 영문명: The Moderating Effect of the Physical Environmental-level Between Infant Teachers Positive Play Beliefs and Teacher-infant Interaction
• 발행기관: 한국보육지원학회
• 저자명: 이미진(Mijin Lee) 이완정(Wanjung Lee)
• 간행물 정보: 『한국보육지원학회지』제15권 제6호, 41~57쪽, 전체 17쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2019.12.31

영문 초록

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.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 해석

Ⅳ. 논의 및 결론

키워드

infant teachers positive play beliefs physical environmental-level teacher-infant interaction