유아교사의 공감능력, 놀이성이 문제행동 지도전략에 미치는 영향 = The Effect of Teacher’s Empathy Ability and Playfulness on the Strategy of Managing Challenging Behaviors of Young Children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship among early childhood teachers' empathy ability, playfulness, and the strategy of managing challenging behaviors, and to examine the effect of empathy ability and playfulness on the strategy of managing challenging behaviors. The subjects of the study were 223 kindergarten and daycare teachers, and the collected research data were analzyzed using Pearson’s correlation and multiple regression analysis. The main results of this study were as follows: First, there was a statistically significant positive correlation among the early childhood teachers' empathy ability, playfulness, and the strategy of managing challenging behaviors. In particular, among the sub-factors of the teacher's empathy ability, as the perspective-taking, imagining, and empathetic interests increased, the positive strategy of managing challenging behaviors increased. Second, it was found that the early childhood teacher's perspective-taking of empathy ability and the uniqueness of playfulness had a significant positive effect, and among the sub-factors of playfulness and freedom had a significant negative effect on the strategy of managing challenging behaviors. These findings suggest that empathy ability and playfulness need to improve early childhood teachers' strategy of managing challenging behaviors of young children.