영아교사의 긍정적 놀이신념이 영아의 사회적 행동에 미치는 영향: 교사-영아 상호작용의 매개효과

• 영문명: How Infant Teachers' Positive Play Beliefs Shape Infants' Social Behavior: The Mediating Role of Teacher-Infant Interactions
• 발행기관: 한국보육지원학회
• 저자명: 임수미
• 간행물 정보: 『한국보육지원학회지』제21권 제3호, 77~91쪽, 전체 15쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2025.07.31

국문 초록

Objective: This study aimed to examine the influence of infant teachers' positive play beliefs on infants' social behavior. Additionally, it investigated the mediating role of teacher-infant interactions in this relationship. Methods: This study included 176 two-year-old infants enrolled in daycare centers located in Seoul and Gyeonggi Province, along with 52 homeroom teachers. Data were analyzed using SPSS 23.0 and Model 4 of the PROCESS macro(version 3.4). The significance of the mediating effects was tested through bootstrapping procedures. Results: First, infant teachers' positive play beliefs had a positive effect on infants' social behavior. Second, teacher-infant interactions partially mediated the relationship between teachers’ positive play beliefs and infants' social behavior. Conclusion/Implications: This study highlights the need for programs that allow teachers to directly engage in play activities as part of pre-service or in-service training, in order to develop and enhance positive play beliefs. The findings also suggest that designing teacher education programs that foster both positive play beliefs and high-quality teacher-infant interactions may effectively support the development of infants' social behavior through play-based guidance.

목차

I. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 해석

Ⅳ. 논의 및 결론

참고문헌

키워드

social behavior of infants positive play beliefs teacher-infant interactions two-year-old infants