ScholarWorks@숙명여자대학교

초록

This study aims to develop a scale that can measure observational capacity, which is required for early childhood teachers to develop toddlers and preschoolers, to extend their play and to learn in the end with appropriate observation and intervention, and to validate the proposed scale. In the procedure,58 questions were extracted from a total of 226 questions. Second, we conducted a literature review and expert validity. Third, the survey was conducted on 287 early childhood teachers across Seoul, Gyeonggi-do, Incheon, Gangwon-do, Gwangju, and Jeju-do. Fourth, confirmatory factor analysis and exploratory factor analysis were examined for construct validity of the observational capacity scale of early childhood teachers, using SPSS 21.0. The scale, followed by the analysis, consisted of 32 questions based on 3 factors: ‘the knowledge of observation (13 questions)’, ‘the skills of observation (12 questions)’, and ‘the attitude of observation (7 questions)’. The observational capacity scale is confirmed as highly reliable with a Chronbach’s coefficient alpha of .98. The results of this study are significant. The scale is developed for the faculty in the nursery and educational institution, where toddlers, preschoolers, and the play-centered curriculum is operated. The scale is also developed to self-evaluate and to analyze its own observational capacity. However, there is an expectation in that this study can be a theoretical basis for the development of strengthening the observational capacity in the absence of a related program.

키워드