유아교사의 공감능력과 교사-유아 상호작용이 놀이 지원 역량에 미치는 영향 = Effects of Teachers’ Empathy and Teacher–Child Interaction on Play Support Competence

다국어 초록 (Multilingual Abstract)

This study examined the effects of early childhood teachers’ empathy and teacher–child interaction on play support competence. To address this purpose, the following research questions were posed:

1. What are the general tendencies of teachers’ empathy, teacher–child interaction, and play-support competence?
2. How do these variables differ according to teachers’ general characteristics (age, final academic degree, and teaching experience)?
3. What are the correlations among teachers’ empathy, teacher–child interaction, and play support competence?
4. To what extent do teachers’ empathy and teacher–child interaction predict play support competence?

Participants were 449 lead teachers of 3–5-year-old classes in kindergartens and childcare centers. Standardized questionnaires were used to measure teachers’ empathy, teacher–child interaction, and play-support competence. Data were analyzed with SPSS 29.0 using descriptive statistics, t-tests, one-way ANOVA, Pearson product–moment correlations, and multiple regression.
The results were as follows.
First, teachers’ empathy, teacher–child interaction, and play-support competence were, on average, above the mid-point.
Second, significant differences were found by age, final academic degree, and teaching experience.
Third, teachers’ empathy and teacher–child interaction showed significant positive correlations with play support competence.
Fourth, teachers’ empathy and teacher–child interaction significantly predicted play-support competence. Among the sub-factors, cognitive empathy and affective empathy were significant predictors, and within interaction, verbal/nonverbal responses, facilitation of positive peer interaction, and guidance in problem situations exerted significant effects across all subdomains of play-support competence.
In sum, cognitive and affective empathy, together with high-quality teacher–child interaction, function as key levers for strengthening teachers’ competence to interpret, plan, extend, and enact play. These findings provide a basis for policy and professional development programs aimed at enhancing teachers’ empathy and the quality of teacher–child interactions in play-based curricula.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 10
• 1. 유아교사의 공감능력 10
• 2. 교사-유아 상호작용 14
• 3. 놀이지원역량 17
• 4. 측정변인 간의 관계 21
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 연구도구 26
• 3. 연구절차 32
• 4. 자료분석 33
• Ⅳ. 연구결과 34
• 1. 측정 변인들의 일반적 경향 34
• 2. 유아교사의 일반적 배경에 따른 측정 변인들 간의 차이 35
• 3. 측정 변인 간의 상관관계 44
• 4. 유아교사의 공감능력과 교사-유아 상호작용이 놀이지원역량에 미치는 영향 47
• Ⅴ. 논의 및 결론 54
• 1. 요약 및 논의 54
• 2. 결론 및 제언 67
• 참고문헌 72
• 부록 86
• ABSTRACT 95