유아교사의 놀이전문성 척도 개발

Abstract

This study aims to develop a Play-Based Professionalism Scale for early childhood teachers, which is necessary to support early childhood play and implement play-based curriculum in early childhood education field.

Based on the purpose of the study, as follows: First, the Scale is designed based on the concept of Play-Based Professionalism of early childhood teachers. Second, a Play-Based Professionalism Scale for early childhood teachers is validated.

First, this study developed a Play-Based Professionalism Scale for early childhood teachers through literature review, case analysis, interview, delphi survey, and preliminary survey. The basic data for the theoretical and conceptual model of the Play-Based Professionalism Scale for early childhood teachers were collected through the search of related literature using key words such as children, play, playfulness, early childhood teacher, play support, professionalism, and related evaluation scale, and the analysis of the 2019 Nuri curriculum and the field support data according to it. And the opinions on the job offer of the Play-Based Professionalism for early childhood teachers were collected through the interviews of 10 early childhood education experts. The initial Play-Based Professionalism Scale composed of 3 domains of understanding of childhood play, execution of play-based curriculum, and teachers awareness of playfulness, 9 components, 48 content factors and questions contents. based on the draft of the theoretical model, the scale draft was developed through delphi survey, which includes 37 experts from domestic early childhood education academia and field experts. The delphi survey was conducted in total 3rd and the delphi survey was conducted in the second and third periods, and the validity of the scale was examined by calculating the average, standard deviation, reason, content validity, consensus, and convergence of the results of the previous period. The Play-Based Professionalism Scale composed of three delphi surveys consisted of 3 domains of understanding of childhood play, execution of play-based curriculum, and playfulness in early childhood teachers, 11 components, and 53 content factors and questions contents. The a Play-Based Professionalism Scale for early childhood teachers was verified by preliminary survey through 60 directors, principals, and early childhood teachers who are working in domestic early childhood education institutions. As a result, the final draft of the developed a Play-Based Professionalism Scale consisted of 3 domains including understanding competence of early childhood play, execution competence of play-based curriculum, and playfulness in early childhood teachers, 11 components, and 53 content factors and questions contents.

Second, the Play-Based Professionalism developed in this study was conducted with 348 directors, principals, and early childhood teachers who are working in domestic early childhood education institutions. As a result of examining the suitability, validity and model suitability for the final draft of the Play-Based Professionalism Scale, it was found that the concentration validity and discriminant validity were secured, and the model suitability was confirmed to be good through confirmatory factor analysis. And the reliability of the final draft of the competency scale is within the normal range, so this scale is a tool that can evaluate the Play-Based Professionalism Scale of early childhood teachers. Finally, the Play-Based Professionalism Scale developed in this study consisted of 3 domains including understanding competence of early childhood play, execution competence of play-based curriculum, and playfulness in early childhood teachers, 11 components including understanding of playing children, support for play environment, and pursuit of pleasure, and 53 content factors and questions contents such as uniqueness, competence, and play-oriented daily operation.