Browse > Article
http://dx.doi.org/10.5762/KAIS.2021.22.2.427

The Effects of Child Care Teachers' Playfulness on Teacher-Young Children Interaction: Mediating Effects of Teacher Efficacy  

Kim, Jong-Hoon (Department of Child and Family Studies, Gyeongnam National University of Science and Technology)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.22, no.2, 2021 , pp. 427-433 More about this Journal
Abstract
This study examined the influence of child care teachers' playfulness on teacher-child interactions. The mediating influence of the teacher's efficacy on these relationships was also examined. The study subjects were 293 child care teachers in Busan and Gyeongnam. The collected data were analyzed with a structural equation model to verify the structures and paths among the variables overall. The results were as follows. First, teachers' playfulness directly affected the teacher-child interactions. Second, the teacher's efficacy had a direct effect on the teacher-child interactions. Third, teachers' playfulness not only influenced the teacher-child interactions directly but also influenced teacher-child interactions through the teacher's efficacy. The study concludes with a discussion of the implications of the influence of child care teachers' playfulness on teacher-child interactions mediated by the teacher's efficacy.
Keywords
Child Care Center; Teachers; Playfulness; Teacher-Young Children Interaction; Teacher's Efficacy;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L., "Regulatory contributors to children's kindergarten achievement", Early Education & Development, Vol.14, No.1, pp. 101-119, 2003. DOI: https://doi.org/10.1207/s15566935eed1401_7   DOI
2 Thompson, J. E., Twibell, K. K., Teaching Herats and Minds in Early Childhood Classroom: Curriculum for Social and Emotional Development. In Barbarin, O. A., & Wasik, B. H., Handbook of Child development and Early education: Research to Practice(1th ed., pp. 199-222). NY: Guilford press, 2009.
3 Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C.. "Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills", Child Development, Vol.79, No.3, pp.732-749. 2008. DOI: https://doi.org/10.1111/j.1467-8624.2008.01154.x   DOI
4 Burns, M. S., Donovan, M. S., Bowman, B. T. (Eds.), Eager to learn: educating our preschoolers. Washington, DC: National Academies Press, 2000.
5 S. M. Lim, H. S. Hwang, "Effects of Playfulness of Early Childhood Teachers on Their Interaction with Young Children: Mediating Effects of Positive Play Beliefs", Korean Journal of Child Stueies, Vol.40 No.4. pp.15-27, 2019. DOI: https://doi.org/10.5723/kjcs.2019.40.4.15   DOI
6 M. Song, "The mediating effect of child-peer play interaction on the relationship between teacher-child interaction and children's readiness for school", The Korea Society For Early Childhood Education, Vol.39, No.1. pp. 103-123, 2019. DOI: https://doi.org/10.18023/kjece.2019.39.1.005   DOI
7 Y. D. Kim, S. H. Kim, "The Effects of Teacher-Child Interactions on Young Children's Emotional Intelligence and Communication Ability", Journal of Future Early Childhood Education, Vol.26, No.2. pp. 25-52, 2019. DOI: https://doi.org/10.22155/JFECE.26.2.25.52   DOI
8 J. A. You, H. W. Chung, A Relationship Between Early Childhood Teacher's Temperament and Teacher-child Interaction: Focusing on Mediating Effects of Teacher's Self-efficacy and Job Satisfaction, The Journal of Korea Open Association for Early Childhood Education, Vol22, No.2, pp.269-289, 2017. DOI: http://dx.doi.org/10.20437/KOAECE22-2-11   DOI
9 H. J. Oh, A Study on Mother's Playfulness Comparison Between General Children and Child Patients Under Play Therapy, Master's thesis, Sookmyung Women's University, Seoul, Korea, 2008.
10 H .J. Kwon, "The mediating effect of teachers' positive beliefs about children's play on the relationship between playfulness in teachers and teaching efficacy on children's play", Korean Journal of Child Stueies, Vol.33, No.6, pp.133-147, 2012. DOI: https://doi.org/10.5723/KJCS.2012.33.6.133   DOI
11 S. Y. Kim., J. Y. Oh., "Analysis of structure between child teacher's internal and external variables affecting teacher-children interaction", The Journal of Korea Open Association for Early Childhood Education, Vol.19, No.5, 23-50, 2014.
12 Bandura, A., "Guide for constructing self-efficacy scales", Self-efficacy Beliefs of Adolescents, Vol.5, pp.307-337, 2006.
13 Tschannen-Moran, M., Hoy, A. W., "Teacher efficacy: Capturing an elusive construct", Teaching and Teacher Education, Vol.17, No.7, pp.783-805, 2001. DOI: https://doi.org/10.1016/S0742-051X(01)00036-1   DOI
14 Da Costa, J. L., Riordan, G., Teacher efficacy and the capacity to trust. Paper presented at the annual meeting of the American Educational Research Association, New York, 1996.
15 Barnett, L. A., "The nature of playfulness in young adults", Personality and Individual Differences, Vol.43, No.4, pp.949-958, 2007. DOI: https://doi.org/10.1016/j.paid.2007.02.018   DOI
16 Glynn, M. A., Webster, J., "The adult playfulness scale: An initial assessment", Psychological Reports, Vol.71, No.1, pp. 83-103. 1992. DOI: https://doi.org/10.2466/pr0.1992.71.1.83   DOI
17 Guo, Y., Piasta, S. B., Justice, L. M., Kaderavek, J. N., "Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains", Teaching and Teacher Education, Vol.26, No.4, pp.1094-1103, 2010. DOI: https://doi.org/10.1016/j.tate.2009.11.005   DOI
18 Goddard, R. D., Hoy, W. K., Hoy, A. W., "Collective teacher efficacy: Its meaning, measure, and impact on student achievement", American Educational Research Journal, Vol.37, No.2, pp.479-507, 2000. DOI: https://doi.org/10.3102/00028312037002479   DOI
19 Ashton, P. T., Webb, R. B., Making a difference: Teachers' sense of efficacy and student achievement. London: Longman Publishing Group, 1986.
20 S. W. Kim, B. M. Gu, "Multiple Mediating Effects of Ego Resilience and Teaching Efficacy on the Relationship between Job Stress and Teacher-Child Interaction of Childcare Teachers", Korean Journal of Child Education and Care, Vol.20, No3. pp. 41-55, 2020. DOI: https://doi.org/10.21213/kjcec.2020.20.3.41   DOI
21 E. Park, K. N. Lee, "The Effects of Director's Coaching Leadership, Child-care Center Teacher's Burnout, and Childcare Efficacy on Teacher-Child Interaction", The Korean Society For Eco Early Childhood Education, Vol.19, No.3. pp. 141-168, 2020. DOI: http://dx.doi.org/10.30761/ecoece.2020.19.3.141   DOI
22 Schaefer, C., Greenberg, R., "Measurement of playfulness: A neglected therapist variable", International Journal of Play Therapy, Vol.6, No.2, pp.21-31, 1997. DOI: https://doi.org/10.1037/h0089406   DOI
23 Enochs, L. G., Riggs, I. M.. "Toward the development of an efficacy belief instrument for elementary teachers", Scinence Education, Vol.79, No.1, pp.63-75, 1990.
24 H. Y. Shin, Effects of teachers' job stress and belief of efficacy on the quality of teachers' interaction behaviors in child care, Doctoral thesis, Yonsei University, Seoul, Korea, 2004.
25 J. S. Lee, Teacher-children interaction according to teacher's career and age, Master's thesis, Keimyung University. Daegu, Korea, 2003.
26 I. A. Lee, W. J. Lee, "Child care teachers' playfulness and teaching intention: focusing on the mediating effects of recognition of music and movement activities", Korean Journal of Child Stueies, Vol.37, No2, pp.1-11, 2016. DOI: http://dx.doi.org/10.5723/kjcs.2016.37.2.1   DOI
27 Hu, L. T., Bentler, P. M., "Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives", Structural Equation Modeling: A Multidisciplinary Journal, Vol.6, No.1, pp.1-55, 1999. DOI: https://doi.org/10.1080/10705519909540118   DOI