유아 공감능력과 교사-유아 상호작용 및 또래놀이 상호작용 간의 관계 분석

초록

Objectives The purpose of this study is to empirically verify the mediating effect of teacher-child interaction in the relationship between young children's empathy ability, teacher-child interaction, peer play interaction, and young children's empathy ability and peer play interaction. Methods For this purpose, 263 5-year-old children and 58 homeroom teachers of children attending private kin dergartens in D metropolitan city were selected as research subjects. A questionnaire survey was conducted by selecting children's empathy ability as an independent variable, teacher-child interaction as a mediating variable, and peer play interaction as a dependent variable. The collected data were analyzed by reliability test, descriptive statistics, correlation analysis, multiple mediation regression analysis, confirmatory factor analysis, and covariance structure analysis using SPSS & AMOS program. Results The structural relationship among young children's empathic ability, teacher-young children interaction, and peer play interaction was found to be appropriate, confirming that young children's empathic ability and teach er-young children interaction are important variables explaining peer play interaction. In addition, teacher-child interaction was found to have a significant effect as a partial mediator in the relationship between children's em pathy ability and peer play interaction. Conclusions Young children pursue holistic development through various play activities with their peers. Since children's empathic ability and teacher-child interaction are important variables to explain peer play interaction, it is necessary to examine various measures to strengthen children's empathic ability and teacher-child interaction.

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