유아교사의 디지털 놀이 지원 역량에 대한 교육요구도 분석

초록

This study examined early childhood teachers’ development needs for supporting digital play and prioritized related subdomains. An online survey of 150 kindergarten and child care center teachers in South Korea compared perceived importance with current implementation, analyzed via paired-sample t tests, Borich Needs Assessment, and the Locus for Focus model. Except for digital media selection, all subdomains were rated more important than teachers’ practice. Digital citizenship emerged as the top priority for professional learning. Secondary needs varied by institutional type: child care center teachers prioritized understanding the digital environment, utilizing digital media, facilitating child-centered digital play, and creating digital learning environments, whereas kindergarten teachers emphasized utilizing digital media and child-centered digital play. Experience patterns also differed: novice teachers (less than 4 years) prioritized both digital citizenship and child-centered digital play as the most urgent areas; experienced teachers (over 10 years) converged on digital citizenship as the highest-priority training need; whereas mid-career teachers (4–10 years) reported no single primary need but identified utilization of digital media and creating digital learning environments as secondary priorities. These findings highlight the need for differentiated teacher training programs tailored to various professional contexts.

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