영유아교사의 공감능력과 교사-영유아 상호작용의 관계에서 문제해결력의 매개효과

Abstract

·Research Topic:This study aimed to examine the relationships among early childhood teachers’ empathy, problem-solving ability, and teacher-child interaction. Specifically, it sought to analyze the mediating effect of problem-solving ability on the influence of teachers’ empathy on teacher-child interaction. The goal was to identify the effects and significance of these variables and propose strategies to enhance the quality of teacher-child interactions. ·Research Background:Teacher-child interactions in early childhood settings are a crucial factor in determining both the holistic development of young children and the quality of early childhood education programs. In particular, the advent of the Fourth Industrial Revolution emphasizes the need for competencies that AI cannot replicate, such as empathy, problem-solving ability, and communication skills—key components of interactional competence for early childhood teachers. Therefore, enhancing early childhood teachers’ empathy and problem-solving skills is essential to improving the quality of their interactional competence. ·Difference from Previous research: This study differs from previous research in that it used a structural equation model (SEM) to analyze the relationships among early childhood teachers’ empathy, problem-solving ability, and teacher-child interaction, specifically focusing on the mediating effect of problem-solving ability in the influence of empathy on teacher-child interaction. By examining the mediating role of problem-solving ability in the relationship between teachers’ empathy and their interactions with children, this study highlights the importance of enhancing teachers’ problem-solving skills, thereby distinguishing itself from prior studies. ·Research Method:The study involved 205 early childhood teachers working at daycare centers in Seoul and Gyeonggi Province. Data were analyzed using AMOS 28, and structural equation modeling (SEM) was used to verify the research model. ·Research Results:The results showed that early childhood teachers’ empathy had a significant impact on both their problem-solving ability and teacher-child interaction. Furthermore, problem-solving ability not only significantly affected teacher-child interaction but also had a significant mediating effect on the relationship between empathy and teacher-child interaction. ·Contributions and Expected Effects:To enhance the quality of teacher-child interactions, early childhood education institutions and teacher training programs should offer training to strengthen teachers’ empathy as well as their creative and critical thinking skills for problem-solving. Additionally, professional development programs for in-service teachers can contribute to improving the quality of teacher-child interactions in early childhood education settings.