예비유아교사의 성격특성과 자기돌봄이 놀이민감성에 미치는 영향 = The Effects of Personality Traits and Self-Care on Play Sensitivity among Pre-service Early Childhood Teachers

다국어 초록 (Multilingual Abstract)

This study explored the effects of personality traits and self-care on play sensitivity among pre-service early childhood teachers, aiming to provide foundational data for enhancing professional competencies required in early childhood educational contexts. The participants included 209 pre-service early childhood teachers enrolled in 4-year early childhood education programs across Seoul, Gangwon, and Chungbuk provinces in South Korea. The results indicated that the overall levels of personality traits, self-care, and play sensitivity were moderate to high. More specifically, among personality traits, agreeableness and conscientiousness scored highest, while neuroticism was lowest. In terms of self-care, social support was most prominent, whereas physical health maintenance was least practiced. Regarding play sensitivity, play support and child understanding scored high, with play interpretation scoring relatively lower. Higher grades, participation in play-related coursework, and practical experience significantly enhanced play sensitivity levels, and key predictors of play sensitivity included openness (among personality traits), and social support and professional self-development (among self-care elements). These findings suggest that tailored education integrating openness and self-care alongside expanded practical field experiences are essential for improving the play sensitivity of pre-service early childhood teachers.