본 연구는 만 1세 영아반의 자유놀이시간에 나타난 영아 - 교사 상호작용과 교사 민감성의 전반적 경향 및 교사의 개인적?기관적 변인에 따른 차이를 알아보고, 상호작용 경향과 교사 민감성 간의 관계를 탐색하는데 목적이 있었다. 이를 위해 서울, 경기지역 어린이집 만 1세 영아반 교사 22명을 대상으로, 자유놀이시간에 교사당 1시간의 관찰(30분 비디오 녹화)을 실 행하여 영아 - 교사 상호작용 에피소드를 분석하였으며, Bigelow 등(2004)의 민감성 측정도구 로 교사 민감성을 측정하였다. 연구결과, 첫째, 만 1세 영아반 자유놀이시간에 나타난 영아 - 교사 상호작용 에피소드 빈도는 교사당 평균 10.14회, 지속시간은 평균 134.44초, 1회당 상호 작용한 영아 수는 평균 2.23명이었고, 교사에 의해 시작되고 종료되는 비율이 영아에 의한 것 보다 높았다. 변인에 따라서는 교사의 학력, 영아반경력, 담당 학급의 교사 대 영아 비율, 집 단 크기, 자유놀이시간의 양에 따라 관찰범주별로 유의한 차이가 나타났다. 둘째, 교사 민감 성의 하위요인인 따라가기와 비계설정하기 간에는 높은 정적상관이 있었으며, 교사의 학력, 교직경력, 영아반경력, 교사 대 영아 비율, 집단 크기, 자유놀이시간의 양에 따라 민감성에 차 이가 나타났다. 셋째, 영아 - 교사 상호작용 경향과 교사 민감성 간의 관계는 종료 주체 영아 와 따라가기, 지속시간과 비계설정하기 간에는 정적상관이, 상호작용한 영아 수와 따라가기, 종료 주체 교사와 따라가기 간에는 부적상관이 있었다.
The purposes of this study were (1) to examine overall aspects of infant-teacher interactions and teachers' sensitivity and to investigate the differences according to the teachers' personal and class-related variables, and (2) to explore the relations between the aspects of the interactions and teachers' sensitivity. The subjects of this study were 22 infant teachers who were in charge of one-year-old classrooms, working in child care centers located in Seoul or Gyeonggi-do. In terms of research methods, to analyze infant-teacher interaction episodes, observations were conducted for one hour (including a 30-minute video recording) per teacher during morning free play time. In addition, teachers' sensitivity were measured using the sensitivity tool developed by Bigelow et al. (2004). The results of this study are as follows. First, in terms of the overall aspects of infant-teacher interactions, the mean frequency was 10.14 times per teacher, the average duration of an episode was 134.44 seconds, and the average number of infants with whom a teacher interacted per episode was 2.23. The interaction episodes initiated and ended more by the teachers than by the infants. According to the variables, significant differences were found in teachers' educational backgrounds and infant teacher experience (personal variables), and the teacher-to-infant ratio, the group size, and the amount of free play time of the classrooms (class-related variables). Second, in terms of teachers' sensitivity, there was a highly positive correlation between the level of following and the level of scaffolding. According to the variables, significant differences were found in teachers' educational backgrounds, teaching experience, and infant teacher experience (personal variables), and the teacher-to-infant ratio, the group size, and the amount of free play time of the classrooms (class-related variables). Third, in terms of the relations between the aspects of the interactions and teachers' sensitivity, there were positive correlations between the number of infant ending episodes and the level of teacher following and between the duration of interaction episodes and the level of teacher scaffolding, while there were negative correlations between the number of infants in an interaction episode and the level of teacher following and between the number of teacher ending episodes and the level of teacher following.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론 참 고 문 헌
