어린이집 만 2세반 교사-영아 상호작용의 질과 영아의 놀이행동 및 상징놀이 수준 간의 관계

Objective: The purpose of this study was to investigate classroom quality based on teacher-toddler interactions and toddler play and pretend play levels. Method: One hundred and twenty six two-year-old toddlers and 40 teachers from 22 child care centers in Seoul, Gyeonggi, and Incheon participated in this study. Classroom quality based on teacher-toddler interactions was classified by CLASS-Toddler(La Paro, Hamre, & Pianta, 2012). The play behavior of toddlers was observed in accordance with Smilansky’s cognitive play scale(Smilansky, 1968), which is based on Piaget’s cognitive play scale(piaget, 1962) and Parten’s social play scale(Parten, 1932). Toddler pretend play levels were classified using the categories of Weitzman & Greenberg(2002). The data were analyzed with descriptive statistics and correlations. Result: When classroom quality based on teacher-toddler interactions was higher, toddlers displayed ‘functional play’, ‘pretend play’ and ‘group play’ more, and also showed higher levels of pretend play. Conclusion: This study suggested that classroom quality based on teacher-toddler interactions had a significant correlation with two-year-old toddler"s play behavior and pretend play levels.