서비스-러닝(SL) 기반 놀이지도 수업이 예비유아교사의 문제해결력과 공감능력에 미치는 영향

Abstract

This study examined the effects of a Service-Learning (SL) based Play Guidance course on the problem-solving ability and empathy of pre-service early childhood teachers. The study employed a single-group experimental design targeting 30 sophomore students in the Department of Early Childhood Education at N University in G Metropolitan City. The service-learning component was integrated into the Play Guidance curriculum. The program spanned a total of 15 weeks from March 3, 2025, to June 14, 2025, during which service-learning activities were conducted at seven early childhood education institutions for nine weeks (one 50-minute session per week). Participants' problem-solving ability and empathy were measured before and after the intervention. Data were analyzed using paired sample t-tests, and effect sizes (Cohen’s d) and confidence intervals were calculated to verify the practical significance of the results. Additionally, reflection journals and field episodes were qualitatively analyzed to complement and interpret the quantitative findings. The results indicated statistically significant improvements in both problem-solving ability and empathy following the SL-based Play Guidance course. This study demonstrates that the SL-based Play Guidance course is an effective teaching-learning approach for enhancing the competencies of pre-service early childhood teachers. It offers implications for developing teacher education programs that better support child development.