ScholarWorks@성균관대학교

초록

Objective: This study aimed to examine the influence of infant teachers' positive play beliefs on infants' social behavior. Additionally, it investigated the mediating role of teacher-infant interactions in this relationship. Methods: This study included 176 two-year-old infants enrolled in daycare centers located in Seoul and Gyeonggi Province, along with 52 homeroom teachers. Data were analyzed using SPSS 23.0 and Model 4 of the PROCESS macro(version 3.4). The significance of the mediating effects was tested through bootstrapping procedures. Results: First, infant teachers' positive play beliefs had a positive effect on infants' social behavior. Second, teacher-infant interactions partially mediated the relationship between teachers’ positive play beliefs and infants' social behavior. Conclusion/Implications: This study highlights the need for programs that allow teachers to directly engage in play activities as part of pre-service or in-service training, in order to develop and enhance positive play beliefs. The findings also suggest that designing teacher education programs that foster both positive play beliefs and high-quality teacher-infant interactions may effectively support the development of infants' social behavior through play-based guidance.

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