The purpose of this study is to identify the concept and components of social and emotional competencies recognized by early childhood teachers, the guidance and methods experienced, difficulties in guidance, and necessary support. The research questions are as follows. First, what are the social-em...
The purpose of this study is to identify the concept and components of social and emotional competencies recognized by early childhood teachers, the guidance and methods experienced, difficulties in guidance, and necessary support. The research questions are as follows. First, what are the social-emotional competencies recognized by early childhood teachers?Second, what kind of experience to guide social and emotional competence? Third, what are the difficulties in guiding social and emotional capabilities? Fourth, what support is needed to guide social emotional competency for early childhood teachers? Accordingly, in-depth interviews were conducted with 10 teachers who had confidence and stability and had extraordinary beliefs and active interest in social-emotional competencies. In this study, a research team of two raters and one supervisor was formed according to the consensus qualitative research method, based on the entire transcript of individual interviews, and after evaluating the data, area development and core concept extraction were conducted. The main results of this study are summarized as follows. First, the social-emotional competencies recognized by early childhood- vi teachers are self-awareness, self-regulation, and smooth interpersonal relationships. Self-awareness and self-regulation lead to smooth interpersonal relationships, forming trust relationships, and establishing positive human relationships. Second, early childhood teachers thought that social-emotional competence is necessary because of the sensitivity of the timing of practicing the basics of social-emotional competence and their ability as future citizens. Infants who grow up healthy with emotional stability and empathy, and understanding of others will have the necessary capabilities for democratic citizens. Third, the guidance and methods of social emotional competency experienced by early childhood teachers were waiting, providing trust, acknowledging autonomy, and empathizing. The attitude of an infant teacher who is patient and supports with an open mind created a positive sense of trust for infants. In addition, in recognizing autonomy, free play activities based on the interests and interests of infants increased sensitivity to activity intervention and had positive results to fulfill responsibilities. Empathy was the guidance and method of social and emotional competence experienced by early childhood teachers by showing smooth communication and high problem-solving skills Fourth, when early childhood teachers teach social-emotional competency, it is difficult for teaching selfish infants, overly aggressive infants, and with drawl infants. Fifth, financial support, parental awareness improvement, teaching aids and programs, information sharing, and training opportunities for capacity building were required for early childhood teachers to guide social competence. The importance of parental education to improve the treatment of teachers and the awareness of social and emotional capabilities was also recognized as essential support. Through the results of these studies, it is possible to empathize with the difficulties that early childhood teachers face when exploring- vii their experiences of teaching social and emotional competencies in the field. In addition, it is significant in that it can promote a practical and systematic system for support measures necessary for early childhood teachers to strengthen social and emotional capabilities.
The purpose of this study is to identify the concept and components of social and emotional competencies recognized by early childhood teachers, the guidance and methods experienced, difficulties in guidance, and necessary support. The research questions are as follows. First, what are the social-emotional competencies recognized by early childhood teachers?Second, what kind of experience to guide social and emotional competence? Third, what are the difficulties in guiding social and emotional capabilities? Fourth, what support is needed to guide social emotional competency for early childhood teachers? Accordingly, in-depth interviews were conducted with 10 teachers who had confidence and stability and had extraordinary beliefs and active interest in social-emotional competencies. In this study, a research team of two raters and one supervisor was formed according to the consensus qualitative research method, based on the entire transcript of individual interviews, and after evaluating the data, area development and core concept extraction were conducted. The main results of this study are summarized as follows. First, the social-emotional competencies recognized by early childhood- vi teachers are self-awareness, self-regulation, and smooth interpersonal relationships. Self-awareness and self-regulation lead to smooth interpersonal relationships, forming trust relationships, and establishing positive human relationships. Second, early childhood teachers thought that social-emotional competence is necessary because of the sensitivity of the timing of practicing the basics of social-emotional competence and their ability as future citizens. Infants who grow up healthy with emotional stability and empathy, and understanding of others will have the necessary capabilities for democratic citizens. Third, the guidance and methods of social emotional competency experienced by early childhood teachers were waiting, providing trust, acknowledging autonomy, and empathizing. The attitude of an infant teacher who is patient and supports with an open mind created a positive sense of trust for infants. In addition, in recognizing autonomy, free play activities based on the interests and interests of infants increased sensitivity to activity intervention and had positive results to fulfill responsibilities. Empathy was the guidance and method of social and emotional competence experienced by early childhood teachers by showing smooth communication and high problem-solving skills Fourth, when early childhood teachers teach social-emotional competency, it is difficult for teaching selfish infants, overly aggressive infants, and with drawl infants. Fifth, financial support, parental awareness improvement, teaching aids and programs, information sharing, and training opportunities for capacity building were required for early childhood teachers to guide social competence. The importance of parental education to improve the treatment of teachers and the awareness of social and emotional capabilities was also recognized as essential support. Through the results of these studies, it is possible to empathize with the difficulties that early childhood teachers face when exploring- vii their experiences of teaching social and emotional competencies in the field. In addition, it is significant in that it can promote a practical and systematic system for support measures necessary for early childhood teachers to strengthen social and emotional capabilities.
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