유아교사의 디지털 역량과 디지털 놀이 지원역량 간의 관계에서 교육과정 운영 자율성과 놀이성의 이중매개효과

초록

The purpose of this study is to verify the dual mediating effect of curriculum operation autonomy and playfulness in the relationship between early childhood teachers' digital competencies and digital play support competencies. The survey was conducted using Naver Forms and direct distribution to early childhood teachers. Data were collected from the 282 returned questionnaires and analyzed using the SPSS 27.0 program and Process Macro 6. The results of this study are as follows. First, early childhood teachers' digital play support competencies positively correlated with digital competencies, curriculum operation autonomy, and playfulness, and there was a positive correlation among digital competencies, curriculum operation autonomy, and playfulness. Secondly, in the relationship between early childhood teachers' digital competency and digital play support competency, curriculum operation autonomy alone was not significant as a mediating effect. However, the dual mediating effect through playfulness was significant. The research results suggest that efforts to improve early childhood teachers' playfulness and curriculum operation autonomy are required to enhance their digital play support capabilities.

키워드