유아교사의 놀이중심교육과정 실행역량과 디지털 역량의 관계에서 반성적 사고의 매개효과
The Mediating Effect of Reflective Thinking in the Relationship between Early Childhood Teachers' Play-Based Curriculum Implementation Competences and Their Digital Competences
- 발행
- 2024
- 소속·발행
- 신라대학교 유아교육과 겸임교수
- 출처
- 국내 KCI
- DOI
- 10.14698/jkcce.2024.20.01.001
- 원문등록
- 2024-01-31
- 원문
- 원문 보기 ↗
개념
키워드
early childhood teacher, play-based curriculum implementation competences, digital competences, reflective thinking, early childhood teacher, play-based curriculum implementation competences, digital competences, reflective thinking
초록
Objective: The purpose of this study was to verify the mediating effect of reflective thinking in the relationship between early childhood teachers’ play-based curriculum implementation competences and their digital competences.
 Methods: An online survey was conducted targeting 330 early childhood teachers. Descriptive statistical analysis, correlation analysis, and The Process macro model 4 were performed using SPSS 28.0 and The Process macro 4.1.
 Results: The main results of this study are outlined as follows: first, a significant positive correlation was observed between overall play-based curriculum implementation competences, reflective thinking, and digital competences, including each of their respective sub-factors. Second, the study revealed that reflective thinking played a partial mediating role in the relationship between early childhood teachers’ play-based curriculum implementation competences and digital competences.
 Conclusion/Implications: Through this study, it was confirmed that when reflective thinking mediated play-based curriculum implementation competences, digital competences were further increased. The findings suggest that not only positiv