보육교사의 배려적 사고가 교사-영유아 상호작용에 미치는 영향

The purpose of this study is to investigate the effects of childcare teachers'' care thinking on teacher-child interaction and to find out ways to improve the quality of teacher-child interaction. The subjects were 200 childcare teachers. As a research tool, self-report questionnaires were used to evaluate the caring thinking of the childcare teachers and the interactions between the teachers and the children. The collected data were analyzed using Pearson correlation analysis and stepwise regression analysis. The results of the study are as follows. First, there was a significant positive correlation between the caring thinking of childcare teachers and all sub-factors of teacher-child interaction. Second, ‘non- directive attitude’, ‘responsibility’, and ‘empathy’ have significant influences on teacher-child interaction. On the teacher-child emotional interaction, ‘non-directive attitude’, ‘respect’, ‘responsibility’ and ‘empathy’ of those sub-factors of caring thinking have a significant impact. ‘Empathy’, ‘responsibility’, ‘non-directive attitude’, and ‘obedience’ have a vital influence on teacher-child language interactions. ‘Non-directive attitude’, ‘responsibility’, and ‘obedience’ have a significant influence on teacher-child behavioral interactions. This suggests that it is necessary to provide an opportunity for preservice teacher training and in-service teacher training to help them form caring thinking as a practical personality education beyond a theoretical understanding in a teacher education program as a way to improve the quality of teacher-child interaction.