A Systematic Literature Review on the Qualitative Interaction of Child-careTeachers for Young Children

Based on the two issues in the childcare field, the importance of infant care and the emphasis on the quality level of interaction between teachers and infants in the classroom, by systematically examining previous studies on research and practical support plans to support the quality level of interaction between infants and teachers, we will seek practical alternatives to what kind of support should be provided to infant teachers for interaction with infants.To this end, 42 studies related to the interaction of infant care teachers in the classroom published in domestic journals from January 2019 to August 2023 were analyzed using the framework of systematic literature analysis recommended by PRISMA.As a result, it was confirmed that the number of papers related to the interaction between infant teachers and infants increased from 2021 to September 2020, when the standard childcare course was also revised and implemented in the direction of child-centered play.In addition, it was confirmed that more diverse research methods were used as we entered 2021.In particular, it was possible to confirm the increase in qualitative research, including collaborative action research.In terms of research purposes, there is an increasing trend in research that focuses on implementing learning communities, where infant teachers actively report efforts to improve the qualitative level of interaction with infants and share their growth experiences.