보육교사의 전문성 발달수준이 권리존중 보육실행에 미치는 영향에서 보육교사의 유아권리인식 매개효과

초록

The purpose of this study is to investigate the relationship between child care teachers' professional development level, and respect of the rights of child care and child rights awareness. This study verifies whether the awareness of the rights of infants and toddlers is mediated by the relationship between the level of professional development of the nursery teachers working at day care centers and the performance of child care respect for infants and toddlers. The subjects of this study are 226 nursery teachers who work in nursery schools located in Gyeonggi Province, South Korea. The teachers are in charge of a nursery school for 3, 4 and 5-year-old children. The Baron and Kenny (1986) Sobel test was performed to find out whether the awareness of infant rights plays a mediating role in the relationship between the level of professional development of childcare teachers and the implementation of child rights education. The results of this study are summarized as follows. First, the level of professional development of child care teachers, the respect of childcare rights, and the awareness of the rights of infants and toddlers were all positively correlated. Second, the awareness of the rights of infants and toddlers in child care teachers' professional development level and the influence of respecting child care rights implementation showed partial mediation effect. Third, we found that the level of professional development of the teachers influence the implementation of respecting the rights of child care. Fourth it is meaningful to know the influence in more detail. Therefore, it is expected that this study will be used as exploratory research to improve the inherent qualitative factors of child care teachers in the practice of respecting the rights of infants and toddlers.

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