예비유아교사의 유아 디지털 격차 인식 유형: Q방법론적 탐색 = Pre-service early childhood teachers’ perceptions of digital divides among young children: a Q-methodological approach

다국어 초록 (Multilingual Abstract)

This study explores the types of perceptions held by pre-service early-childhood teachers regarding the digital divide among young children. By identifying the distinctive characteristics of these perceptions, it provides foundational implications for future digital education practices and policy support. Using Q methodology, the researchers administered the study to 45 third- and fourth-year students majoring in early-childhood education at universities located in the Seoul metropolitan area and Gangwon Province. The collected data were analyzed using the Ken-Q Analysis program through principal component analysis and varimax rotation. Data from 33 participants were included in the final analysis based on a factor loading criterion of .40 or higher. The findings revealed four distinct perspectives on the digital divide: (1) Norm-Mediated Perspective, (2) Resource-Deterministic Perspective, (3) Structural Inequality Reproduction Perspective, and (4) Pedagogical PracticeConstructed Perspective. These results indicate that pre-service teachers do not perceive the digital divide among young children merely as an issue of access. Rather, they understand it as arising within multilayered contexts involving normative beliefs, socioeconomic backgrounds, policy and institutional environments, and educational interactions. This study underscores the necessity of both teacher education and policy design that account for the complex and multidimensional structure of the digital divide. It further highlights the importance of future research focusing on the relational and interactional factors that shape young children’s digital experiences.