1Dept. of Education, Dongbang Culture Graduate University, 60 Seongbuk-ro 28-gil, Sungbuk-gu, Seoul, Korea
*Corresponding author: Sung-Je Cho Professor, Dept. of Education, Dongbang Culture Graduate University, Korea. Email: chosj715@daum.net
Online published on 21 September, 2018.
The aim of this study is to analyze the effects of literacy teaching abilities of daycare center teachers on children’s social behavior.
The objects of the study were 169 objects from a daycare center located in Ulsan Metropolitan City on whom a survey was carried out from January 20, 2016 to April 30, 2016. The SPSS Program was used as the method of analysis and in order to find out general characteristics, frequency distribution, descriptive statistics analysis, multiple regression analysis and correlation analysis were carried out.
The results showed that first, according to the general characteristics of daycare center teachers, there was a significant difference in their literacy teaching abilities. Second, according to the general characteristics of daycare center teachers, there was a significant difference in the social behavior of children. Third, it was shown that there was a significant positive correlation between the literacy teaching abilities of daycare center teachers and children’s social behavior. Such results reveal that the higher the literacy teaching abilities of daycare center teachers, the higher the social behavior of children.
The implications of this study are that it can be used as base line data for the development of training programs for daycare center teachers for the improvement of children’s social behavior.
Literacy Literacy education, Social behavior, Pro-social nature, Aggression, Activity
