유아교사의 사회정서 교수역량 강화를 위한 프로그램 개발 및 효과 검증*: 놀이환경 어포던스를 기반으로

초록

This study aimed to develop a play-environment affordances–based teacher training program to strengthen early childhood teachers’ social-emotional instructional competence and to examine its effects. Applying the ADDIE model, a literature review, a needs assessment, and expert validity reviews were conducted. The program’s purpose and objectives, educational content, teaching and learning methods, and evaluation system were developed. The final program consisted of 8 sessions over a 12-week period. To examine the program effects, 24 lead teachers of children aged 3–5 from public childcare centers were recruited and assigned to an experimental group (n = 12) and a control group (n = 12). An effect evaluation with an explanatory sequential mixed methods design, the ANCOVA test, and a thematic analysis were conducted. The experimental group demonstrated significant improvements in social-emotional instructional competence and play-environment affordances compared with the control group. There were 3 themes of teacher change: “redefining the role from intervener to facilitator,” “shifting toward environment-centered thinking” and “strengthening enactment competence through collaborative learning.” These findings suggest that a training model integrating play-environment affordances with social-emotional instructional practice may serve as a teacher education strategy for enhancing early childhood teachers’ social-emotional instructional competence.

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