유치원 교사의 「발달적으로 적합한 교육 실제(DAP)」 신념에 따른 유아의 사회적 기술과 교실의 구성주의 사회,도덕적 분위기 = Social Skills of Children and a Constructivist Classroom Atmosphere in Developmentally Appropriate and Inappropriate Kindergarten Classrooms

다국어 초록 (Multilingual Abstract)

The purposes of this study were to investigate the kindergarten teachers’ beliefs regarding developmentally appropriate practice as outlined by NAEYC, to explore kindergarten teachers’ practices concerning the constructivist sociomoral atmosphere, and to determine whether there were differential effects of teachers’ beliefs concerning developmentally appropriate practice(DAP) on kindergarteners’ social skills and the constructivist sociomoral atmosphere in their classrooms. The subjects consisted of thirty-seven kindergarten teachers and 352 children in their classrooms. The teachers completed a series of questionnaire assessing their beliefs regarding DAP, their children’s social skills, and their practices concerning the constructivist sociomoral atmosphere. The teachers obtained high scores on the belief instrument, while obtaining low scores on the constructivist sociomoral atmosphere instrument. The more educational experience the teachers in this study had, the more likely that they gained higher scores on the DAP belief instrument. The better the teacher had educational background and teaching experience, the higher they gained on the belief measure. The children whose teachers showed higher ratings on developmentally appropriate beliefs gained higher scores on social skills than those with teachers showing lower ratings. The constructivist sociomoral atmosphere did not show any difference between more and less developmentally appropriate teachers. The results of this study implies that developmentally appropriate practices are beneficial to children’s social development. On the other hand, the findings suggest that teachers’ beliefs concerning DAP are not congruent with the constructivist sociomoral atmosphere.