유아교사의 놀이지원 역량, 긍정적 놀이신념, 구성주의적 학습환경이 2019 개정 누리과정 실행에 미치는 영향

Abstract

This study attempted to examine the effects of early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment on the implementation of the 2019 revised Nuri course. The research questions for this are as follows. First, what is the relationship between early childhood teachers' play support capabilities, positive play beliefs, constructivist learning environment, and the implementation of the 2019 revised Nuri course? Second, what is the relative influence of early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment on the implementation of the 2019 revised Nuri course? The subject of this study was a survey of 286 early childhood teachers who are implementing the 2019 revised Nuri course at an early childhood education institution in Busan. In this study, a scale developed by Park Ha-rim (2021) with reference to the 2019 revised Nuri course commentary (Ministry of Education, Ministry of Health and Welfare, 2020) was used to measure the implementation of early childhood teachers' 2019 revised Nuri course, to measure the play support competency of early childhood teachers, the play support competency evaluation scale of early childhood teachers developed by Kim Hwa-rok (2021) was used. In addition, to measure the positive play beliefs of early childhood teachers, the parents' play beliefs scale developed by Fogle (2003) was adapted and revised by Yumi (2008) and Kwon Hye-jin (2013) for early childhood teachers, to measure the constructivist learning environment of early childhood teachers, the constructivist learning environment operation scale developed by Yildrim (2014) was adapted, and then the constructivist learning environment operation scale of Lee Jung-hwa, Park Jung, and Yoo Hye-rin (2019) was used. The data collected in this study were subjected to frequency analysis, descriptive statistical analysis, reliability analysis, correlation analysis, and stepwise multiple regression analysis using the SPSS 25.0 statistical program. The results of this study are summarized as follows. First, as a result of examining the correlation between early childhood teachers' play support capabilities, positive play beliefs, constructivist learning environment, and the implementation of the 2019 revised Nuri course, Play support competency, positive play beliefs, constructivist learning environment, and all and sub-factors of the 2019 revised Nuri course implementation were all found to have significant positive correlations. This shows that early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment can be factors that can successfully implement the 2019 revised Nuri course. Second, as a result of examining the relative influence of early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment on the implementation of the 2019 revised Nuri course, The constructivist learning environment has the greatest influence, next, it was found that play support capabilities and positive play beliefs had a statistically significant effect in order. This shows that it is necessary for early childhood teachers to create a constructivist learning environment in which young children, who are learners, are the subjects from a constructivist perspective to provide an environment where they can experience various plays and activities. The results of this study are significant in that they have verified that early childhood teachers' ability to support play, positive play beliefs, and constructivist learning environment are important factors in order to enhance the implementation of the 2019 revised Nuri course and to operate the curriculum effectively, this suggests that the attitude of teachers who try to create a constructivist learning environment is necessary as the first step in enhancing early childhood teachers' ability to implement the revised Nuri course.