본 연구의 목적은 유아교사의 놀이지원 역량과 2019 개정 누리과정 실행의 수준 및 관계성을 분석하는 것이다. 연구 목적을 위해서 서울, 경기, 충청 지역의 공․사립유치원, 공립․직장․민간어린이집 만 3, 4, 5세 담당 교사 262명을 대상으로 설문조사를 실시하였다. 연구 결과, 첫째, 유아교사들은 자신의 놀이지원 역량, 2019 개정 누리과정의 실행 수준을 높게 인식하였다. 공립유치원 교사의 놀이지원 역량과 2019 개정 누리과정 실행이 사립유치원 교사보다 유의미하게 높았다. 경력에 따라서 만 5년 이상인 교사의 놀이지원 역량이 만 5년 미만 교사보다 유의미하게 높았고, 2019 개정 누리과정 실행도 경력에 따라 유의미한 차이가 있었다. 둘째, 2019 개정 누리과정 실행에 대한 유아교사의 놀이지원 역량의 설명력은 67%로 높았다. 2019 개정 누리과정 실행에 대한 놀이지원 역량 하위요인의 설명력은 놀이운영 역량이 가장 높았고, 그 다음 놀이관찰․분석, 놀이반응․소통 역량 순이었다. 2019 개정 누리과정 실행에 영향을 미치는 놀이지원 역량을 증진시키기 위해서 정부나 유아교육기관의 구체적인 지원과 함께 학습공동체를 통해서 전문성을 신장하려는 유아교사의 개인적인 노력이 필요하다.
The purpose of this study was to analyze the level of competencies to support play and the implementation of the 2019 revised Nuri curriculum of early childhood teachers, as well as the relationship between them. Apropos this,, a questionnaire was completed by 262 teachers teaching 3-5-year-old children at public and private kindergartens as well as public, workplace, and private daycare centers in Seoul, Chungcheong, and Gyeonggi provinces. As a result of this study, early childhood teachers recognized the level of their competencies to support play. Additionally, implementation of the 2019 revised Nuri curriculum was found to be high. Moreover, the level of public kindergarten teachers competencies to support play and implementation of the 2019 revised Nuri curriculum were significantly higher than those of private kindergarten teachers. Further there was a significant difference in the implementation of the 2019 revised Nuri curriculum according to the experience of teachers. Teachers with more than five years of experience had significantly higher competencies to support play than teachers with less than five years of experience. The influence of competencies to support play, of early childhood teachers, on the implementation of the 2019 revised Nuri curriculum was found to be high at 67%. Among the competencies to support play, the competencies to manage play was the most important factor in the implementation of the 2019 revised Nuri curriculum, followed by competencies to observe and analyze play, and competencies to respond to play and communicate. In order to promote the competencies to support play that affect the implementation of the 2019 revised Nuri curriculum, it is necessary for early childhood teachers to make personal efforts to enhance their expertise through the learning community, with specific support from the government or early childhood education institutions.
Ⅰ. 서론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 제언
