Relationship between Early Childhood Teachers' Beliefs and Practices to Promote Social Interaction of Young Children in South Korea

The purpose of this study was to examine the relationship among early childhood teachers' teaching experiences, education degree, social practices and beliefs about the importance of social interaction by judging the... [ view full abstract ]

The purpose of this study was to examine the relationship among early childhood teachers' teaching experiences, education degree, social practices and beliefs about the importance of social interaction by judging the acceptability and feasibility of strategies for promoting the development of young children's social competence using path analysis. SIPPY questionnaire was administered to 142 early childhood teachers in South Korea and descriptive analysis, correlation and path analysis were used. Results showed, first, teachers in this study relatively hold strong beliefs about the importance of social interaction of young children. Among the three strategies, they believed environment arrangement and natural activity strategies are most acceptable and feasible. Then, they viewed intensive strategies are less acceptable and feasible. Second, there was a statistically significant relationship among teaching experiences, education degree, social practices and beliefs about the importance of social interaction. More they judge strategies as acceptable and feasible, more they use often. Third, regarding the structured relationship among the variables, there was an indirect effect of teaching experiences and education years on acceptability and feasibility of strategies. Also, it was found that feasibility of strategies was medium variable on current use. Implications were discussed for future research.