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The purpose of this study is to examine differences between nursery teachers and kindergarten teachers in their perception on key elements of effective interactions and enhanced teaching competence. The subject of thestudy were 143 early childhood teachers in the Y region of Gyeonggi-do. The collected data was processed through frequency and percentage. For difference test, χ² tests were conducted. The results of this study can be summarized as follows. First, both nursery teachers and kindergarten teachers perceived that listening and playing were the most important factors in effective interactions between young children and teachers. However, nursery teachers perceived the interaction through skin-ship and complimenting to be more important whereas kindergarten teachers perceivedquestioning and complimenting as necessary. For the teaching criteria, nursery teachers put more weights on playingwhile kindergarten teachers focus more on explaining and coorperating. In addition, about evaluation methods, nurseryteachers perceived self-evaluation as important, whereas kindergarten teachers perceived observation notes as important. Second, about the elements to strengthen teaching competence, nursery teachers perceived that observationrecords should be utilized for understanding interest or desire. They also believe that development analysis and teaching methods should be improved through systematical teaching plan and evaluation and that enhancement of teaching material and education are necessary. In contrast, kindergarten teachers perceived that observation records should be utilized for teaching plan and development analysis and teaching methods should be improved through participating in the meetings related to career and education. They believe that providing a prize money through supervising evaluation is necessary.

han'gug sanhag gi'sul haghoe nonmunji/han-guk sanhak gisul hakoe nonmunji

A study on Strategies for enhancement of Effective Children-Teacher Interaction and Teacher's Teaching Capacity through Recognition Comparison between Nursery Teachers and Early Childhood Teachers