키워드 네트워크 분석을 활용한 영유아교사 관련 연구 동향 분석: 놀이중심 영유아교육과정 실행 이후 연구물을 중심으로

초록

This study examines trends in research on early childhood teachers following the implementation of a play-based early childhood education curriculum, using keyword network analysis. For this purpose, 1,663 studies were retrieved from the database using the keywords “kindergarten,” “childcare center,” “young children,” “infants,” and “childcare teachers.” The search covered 2020 to the second half of 2024, during which the 2019 Revised Nuri Curriculum and Fourth Standard Childcare Curriculum were implemented. A total of 233 keywords were extracted and analyzed using the NetMiner 4.0 program. The results indicated that the most frequently occurring keywords were “teacher-child interaction,” “job satisfaction,” and “teacher efficacy.” Additionally, a network centrality analysis revealed that the keywords with the highest degree and closeness centrality were “teacher efficacy,” “job satisfaction,” and “teacher-child interaction,” while “job stress” exhibited the highest betweenness centrality. These findings indicate that, in response to changes in the curriculum, research on early childhood teachers has primarilyfocused on curriculum implementation competencies. They further highlight the importance of policy approaches aimed at supporting teachers’ emotional well-being, which serves as a mediating factor. Moreover, in the context of promoting the integration of early childhood education and care systems, this study provides empirical evidence that can be used to explore practical institutional and policy support measures for early childhood teachers.

키워드