The Effects of Childcare Teachers' Play Sensitivity on Teacher-Young Children Interaction: The Mediating Effects of Social Support

This study explores the relationship between childcare teachers' play sensitivity and their interactions with young children, focusing on the mediating effect of social support. The research involved a survey of childcare teachers' working in Gwangju Metropolitan City, with 281 valid responses analyzed. The reliability of the survey was assessed, and Pearson’s correlation analysis was conducted to examine the relationships between variables. Mediation effects were analyzed using mediator regression analysis and the Sobel test to confirm statistical significance. The key findings are as follows: There was a positive correlation between childcare teachers' play sensitivity, teacher-young children interaction, and social support. Childcare teachers' play sensitivity directly influenced teacher-young children interactions, with social support playing a partial mediating role. These results indicate that the play sensitivity of childcare teachers significantly impacts their interactions with young children, and social support serves as an important factor in enhancing these interactions. To improve the quality of teacher-child interactions, the study highlights the need for continuous, active, and diverse forms of support for daycare center staff. By providing such assistance, childcare workers can build greater confidence in their interactions with young children, ultimately fostering learning through play.