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서지반출
영아교사의 긍정적 놀이신념이 영아와의 상호작용에 미치는 영향에서 물리적 환경수준의 중재효과
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  • 영아교사의 긍정적 놀이신념이 영아와의 상호작용에 미치는 영향에서 물리적 환경수준의 중재효과
  • The Moderating Effect of the Physical Environmental-level Between Infant Teachers' Positive Play Beliefs and Teacher-infant Interaction
저자명
이미진, 이완정
간행물명
한국보육지원학회지KCI
권/호정보
2019년|15권 6호(통권64호)|pp.41-57 (17 pages)
발행정보
한국보육지원학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.63MB)
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서지반출

영문초록

Objective: The purpose of this study was to investigate the moderate effect of the physical environmental-level between infant teachers' positive play beliefs and teacher-infant interaction. Methods: The subjects of this study were 483 teachers in charge of oneyear- old and two-year-old infants in child care centers located in metropolitan areas. The data were collected by asking the teachers to respond to a questionnaire and the data collected were analyzed through correlation and hierarchical multi- regression analysis. Results: First, the positive play beliefs of the infant teacher, the physical environment level, and the teacher-infant interaction showed significant proportional correlations. Second, the physical environment level moderated the influence of the teacher's positive play beliefs on teacher-infant interaction. In particular, results showed that functional interior space configuration, outdoor playground composition and facilities among the sub-variables of the physical environment level had a moderating effect. Conclusion/Implications: The results of this study show that teachers with positive play beliefs have positive teacher-infant interaction when there is sufficient space available for infants and teachers. This indicates that the human and physical environments of child care centers can promote teacherchild interaction.

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론

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