The Effects of the Learning Community of Daycare Center Teachers on Self-reflection Intelligence, Teacher’s Efficacy, and Challenging Behavior of Infants and Young Children

The purpose of this study was to understand the effects of self-reflection intelligence, teacher efficacy, and challenge behavior on infants and toddlers after daycare center teachers who have difficulty guiding the behavior of infants and toddlers who show challenging behavior in the development process. The group design method was applied to 12 childcare teachers, and the data were analyzed by nonparametric independent sample verification. Six childcare teachers in the experimental group held a total of 14 community meetings once a week under the theme of “Infantasy Development and Behavioral Characteristics,” and held anecdotal records, reflection diaries, and discussions on how to support infants’ temperament, play interactions, and challenging behaviors. As a result of the study, it was confirmed that the learning community of daycare center teachers is effective in enhancing teachers’ self-reflection intelligence and teacher efficacy. In addition, it was found that it was possible to increase the understanding of the challenging behavior of infants and toddlers and had a positive effect on the daily life and play guidance of infants and toddlers. Based on these results, the necessity and importance of the daycare center learning community were discussed, and measures to revitalize the learning community were proposed.