유아교육기관에서의 디지털 놀이 실태 및 요구 조사

Abstract

In line with the digital transformation era, we would like to find out the digital play status of early childhood education institutions and the requirements for supporting early childhood teachers' digital play. It is expected that this will help to recognize the need for digital competencies of early childhood teachers and young children in the era of digital transformation, and to further establish an environment in which early childhood education institutions can implement digital play. It is also meaningful to provide basic data suggesting the direction of digital play in the future. The research problems according to the above research purpose and necessity are as follows. First, how is the use of digital media by early childhood teachers in early childhood education institutions? Second, what is the perception of early childhood teachers about digital play in early childhood education institutions? Third, what is the status of children's digital play in early childhood education institutions? Fourth, what are the demands of early childhood teachers for digital play in early childhood education institutions? The conclusions drawn based on the research results and discussions are as follows. First, as a result of examining the use of digital media by early childhood teachers in early childhood education institutions, laptops and computers were the most used digital media by early childhood teachers. In the future, teacher training or digital media support is needed so that early childhood teachers can easily use various digital media. Second, out of 286 early childhood teachers who participated in the study, 254 were early childhood teachers interested in digital play, indicating that most early childhood teachers were interested in digital play. Third, as a result of examining the digital play status of infants at early childhood education institutions, it was found that infants use tablet PCs the most when playing digital games. In the future, it is necessary to provide digital media support and a rich environment that infants can operate on their own and use without restrictions. Fourth, as a result of examining the demands of early childhood teachers for digital play in early childhood education institutions, the distribution of digital media and space preparation in the institution were the highest as a way to revitalize digital play. Therefore, in order for digital play to be activated in early childhood education institutions, it is necessary to develop content and programs that can be used in the field as well as to disseminate and support digital media that can be used by young children and create an environment.