본 연구에서는 전국의 유아교사와 유아특수교사 331 명을 대상으로 유아교육과 유아특수교육 두 학문분야에서 중요시하고 있는 주요 추천실제의 중요도에 대한 교사들의 인식을 알아보았다. 연구 결과, 유아교육과 유아특수교육 두 분야의 추천실제에 대한 인식에 있어서, 교사들은 두 분야의 실제가 모두 중요한 것으로, 장애유아든 일반유아든 모든 유아들의 교육에 있어서는 두 분야의 실제는 모두 중요하게 적용되어야 하는 것으로 인식하고 있는 것으로 나타났다. 전체적으로 보면 유아교육실제가 유아특수교육 추천실제 보다 좀 더 중요하기는 하지만 장애유아교육 시에는 유아특수교육 추천실제의 중요성을 좀 더 고려하여 적용되어야 할 것으로 평가되고 있었다. 그러나 두 분야의 실제의 중요도에 대한 이러한 교사의 인식은 유아교사와 유아특수교사 집단 간 다르게 나타나지 않았으며, 장애유무에 따른 집단 간 차이점도 통계적으로 의미있게 나타나지는 않았다.

The purpose of study was to determine perceptions on the importance of practices of early childhood education (ECE) and early childhood special education (ECSE) among early childhood educators and early childhood special educators. This study randomly sampled 230 ECE teachers and 100 ECSE teachers. A survey questionnaire using 5-point Likert rating scale was development for this study. Half of the sample (115 ECE teachers and 50 ECSE teachers) were asked to complete the survey by rating each item on its degree of importance when working with young children with disabilities. The other half of the sample used the same instrument and procedures to rate the items in relation to working with young children without disabilities. Data were analyzed through a Split-Plot Factorial Analysis of Variance with two-between group factors and one within-group factor. The results of the study were as follows: First, it was found that both ECE teachers and ECSE teachers considered that important practices drawn from both fields were important. Differences in the perceptions concerning the childs’ characteristics were not demonstrated between the groups. Second，It was found that ECE recommended practices received higher ratings than ECSE recommended practices. However, there were greater differences between the ratings of ECE recommended practices for children with disabilities than practices for children without disabilities. The results of this study indicates that similarities exist between the groups regarding their perceptions of the importance of practices. The importance of ECE practices suggests that ECSE professionals need to have a foundation in early childhood curriculum and the implementation of developmentally appropriate practices. It also suggests that ECE professionals need to possess the abilities to adapt early childhood curricula to meet the unique needs of young children with disabilities.