The effect of teacher’s empathy on competence for play-based curriculum practice: Serial multiple mediating effects on teacher’s respect for the rights of young children

This study aimed to analyze the variables related to kindergarten teachers’ competency in implementing a play-based curriculum. Specifically, it examined the serial multiple mediating effects of sensitive interaction and respect for children's rights in the relationship between teachers’ empathy and their competency in practicing a play-based curriculum. The participants were 389 kindergarten teachers from the Gangwon, Gyeonggi, and Jeollanam-do regions of South Korea. The collected data were analyzed using structural equation modeling and mediation analysis through the AMOS statistical program. The results revealed the following: First, there were significant positive correlations among teachers’ empathy, sensitive interaction, respect for children's rights, and competency in implementing a play-based curriculum. Second, sensitive interaction influenced the competency in implementing a play-based curriculum through respect for children's rights, with partial mediation effects confirmed. These findings suggest that, in addition to empathy, teachers’ sensitive interaction and respect for children's rights are key factors in enhancing their competency in delivering a play-based curriculum. Therefore, teacher education programs should prioritize fostering empathy, strategies for sensitive interactions, and education on respecting children's rights. Furthermore, future studies should explore various factors that support the implementation of a play-based curriculum in early childhood education.