교사의 놀이지원역량이 유아의 주도성에 미치는 영향: 유아의 놀이몰입의 매개효과
The Effect of Early Childhood Teachers’ Play Support Competency on Young Children’s Initiative: The Mediating Effects of Young Children’s Play Flow
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본 연구는 교사 놀이지원역량과 유아 주도성 간의 관계에서 유아 놀이몰입의 매개효과를 검증하고자 하였다. 연구대상은 유치원과 어린이집의 4∼5세 유아 262명과 담임교사 131명이었다. 유아 주도성은 오숙현(2004)의 ‘유아 주도성 검사 도구’를, 유아 놀이몰입은 나은숙(2023)의 ‘유아 놀이몰입 검사 도구’를 사용하여 담임교사가 평정하였고, 교사 놀이지원역량은 김화록 외(2022)의 검사 도구를 활용하여 교사가 자기보고하였다. 수집된 자료는 SPSS 29.0 프로그램과 PROCESS Macro ver. 4.3 프로그램의 Model 4를 사용하여 기술통계, 상관분석, 매개효과 분석을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 교사 놀이지원역량은 유아 놀이몰입 및 주도성과 유의미한 정적 상관을 보였으며, 유아 놀이몰입 또한 주도성과 정적 상관이 있었다. 둘째, 교사 놀이지원역량이 유아 주도성에 영향을 미치는 과정에서 유아 놀이몰입이 이를 완전매개하여, 유아 주도성에 긍정적인 영향을 미치는 것으로 나타났다.
Abstract
This study examined the mediating effect of young children’s play flow on the relationship between early-childhood teachers’ play support competencies and children’s initiative. The participants consisted of 262 preschool children aged 4–5 years and 131 of their teachers. The early-childhood teachers’ play support competency scale (Kim et al., 2022), young children’s play flow scale (Na, 2023), and young children’s initiative scale (Oh, 2004) were used to measure the research variables. Descriptive statistics and correlation analyses were conducted using SPSS ver. 29.0, and the mediating effects were analyzed using PROCESS Macro ver. 4.3 with a bootstrapping method. The study’s results were twofold: 1) significantly positive correlations were found among teachers’ play support competency, children’s play flow, and children’s initiative, and 2) children’s play flow fully mediated the relationship between teachers’ play support competency and children’s initiative. These findings indicate that enhancing early-childhood teachers’ play support competency can foster young children’s initiative by promoting optimal play flow, which serves as a key psychological mechanism linking teachers’ play support competency to children’s initiative. These insights illuminate the educational significance of early-childhood teachers’ play support competency in nurturing young children’s initiative and underscore the importance of structuring play-based interactions that promote initiative. They also emphasize the need to incorporate play flow support strategies into teacher education programs to help teachers create immersive and developmentally meaningful play environments.