유아교사의 2019 개정 누리과정 실행에 미치는 요인 탐색 : 놀이지원 역량, 긍정적 놀이신념, 구성주의적 학습환경운영의 상대적 영향력을 중심으로

Abstract

The national level curriculum currently applied to early childhood education in Korea is the 2019 revised Nuri Curriculum. In order for the national level curriculum to be well implemented in the field, field teachers' ability to implement the revised Nuri curriculum must be high, so it would be meaningful to examine the variables that affect the degree of implementation of the revised Nuri curriculum. Accordingly, this study sought to examine the relative influence of early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment operation on the implementation of the 2019 revised Nuri curriculum. The subjects of the study were 286 homeroom teachers aged 3-5 who were working at early childhood education institutions (kindergartens and daycare centers) in the Busan, and they were asked about the degree of implementation of the 2019 revised Nuri curriculum, play support capabilities, positive play beliefs, and the degree of constructivist learning environment operation. was to be stabilized. The collected data were subjected to frequency 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, it was found that there was a significant positive correlation between early childhood teachers' play support capabilities, positive play beliefs, constructivist learning environment operation, and implementation of the 2019 revised Nuri curriculum. Second, among the early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment operation, the variable that most influences the implementation of the 2019 revised Nuri Curriculum is the early childhood teachers' constructivist learning environment operation, followed by play support capabilities, and positive play beliefs. Confirmed in order. The results of this study prove that early childhood teachers' play support capabilities, positive play beliefs, and constructivist learning environment operation variables are meaningful variables that can predict the degree of implementation of the 2019 revised Nuri curriculum in early childhood education sites, and that early childhood teachers' ability to implement the revised Nuri curriculum This suggests that it is necessary to first strive to create a constructivist learning environment in order to increase.