교사-아동 상호작용 유형과 영,유아교육 프로그램의 질과의 관계
The Relationship Between the Style of Teacher Interaction Behavior and the Quality of Day Care Centers Programs
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본 연구의 목적은 어린이집 교사의 상호작용행동 유형을 알아보고 교사의 상호작용행동 유형과 영유아교육 프로그램 질과의 관계를 밝히는데 있다. 연구대상은 C 시에 소재한 어린이집의 교사 56명과 그 학급이었으며 교사의 상호작용 행동과 학급의 프로그램의 질이 교사의 상호작용 평정척도(TSRS)(McWilliam et al., 1998)와 유아교육 프로그램 평가척도(이은해, 이기숙, 2002)에 의해 관찰, 측정되었다. 수집된 자료는 군집분석과 일원분산분석에 의해 통계처리 되었다. 연구결과 교사의 상호작용행동 유형은 방임형, 통제형, 정교화형으로 나타났으며 유형에 따라 영유아교육프로그램의 질에 차이가 있는 것으로 나타났다.
Abstract
This study investigated the patterns of teachers' interaction behaviors in early childhood classrooms and relationship between teachers' interaction behavior styles and the quality of day care center programs. Fifty six teachers in 56 early childhood programs were rated according to their use of eight interaction behaviors as cited in the Teaching Styles Rating Scale (McWilliam, Scaborough, Bagby, & Sweeney, 1998). Behavior styles were then related to the quality of programs as ascertained by the Early Childhood Program Rating Scale (Lee & Lee, 1996). The collected data were analyzed by cluster analysis and ANOVA. Using the cluster analysis technique, three homogeneous interaction clusters were identified. One cluster presented a low profile: compared to the other teachers in the study, the teachers in this group had low scores in all the interaction behaviors. The teachers in a second cluster were characterized by high ratings in praising and elaborating, and low ratings in redirecting and introducing behaviors. A third cluster consisted of teachers who where rated high in redirecting, introducing and informing, and low in praising. There was a significant difference in program quality among the three clusters. The second cluster had the highest quality program.
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