Effect of PBL-based Early Childhood Social Education on Social Teaching Efficacy and Interpersonal Competency of Pre-primary Early Childhood Teachers

This study designed a single group experimental study with 22 students from the Department of Early Childhood Education at S University in Gyeonggi-do to confirm the effect of PBL-applied early childhood education classes on the social teaching efficacy and interpersonal competency of pre-child teachers. The experiment was conducted for six weeks from early May to mid-June in 2025, and the results of the social teaching efficacy and interpersonal competency test conducted before and after class were analyzed through the corresponding sample t-test to verify the effectiveness of the class. As a result of the study, it was found that there was a statistically significant difference in the overall social teaching efficacy of pre-child teachers who participated in PBL-based early childhood social education, and the pre-post scores of cooperative power among the total and total sub-variables and interpersonal competencies and sub-variables. This study is significant in that it can be used as basic data for the development of PBL-centered teacher training programs that can improve the job competence of pre-child teachers and help early childhood social development by examining the effectiveness of PBL-applied early childhood social education in the educational field.