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http://dx.doi.org/10.17703/JCCT.2021.7.1.343

The Role of Teachers in the 2019 Revised Nuri Curriculum and exploring the Possibilities as an Emergent Curriculum  

Kim, Dae-Wook (Dept. of Early Childhood Education, Gyeongsang National Univ.)
Publication Information
The Journal of the Convergence on Culture Technology / v.7, no.1, 2021 , pp. 343-351 More about this Journal
Abstract
The aim of this study is to explore the role of teachers in the 2019 revised Nuri curriculum, to suggest the role of appropriate early childhood teachers, and to explore the possibility of developing as an emerging curriculum. It was clarified that the role of teachers in the 2019 revised Nuri curriculum is the applicant, compared to the Nuri curriculum by age 3~5. It could be compared with the role of teachers in the emergent curriculum. Based on the emerging curriculum, the roles of teachers that can be practiced in the 2019 revised Nuri curriculum are teachers who use scaffolding, flexible teachers in curriculum management, and teachers with autonomy and faith in young children. As a conclusion of the study, first, teachers should be experts who can provide optimal play materials to individual young children and multiple young children. Second, teachers must faithfully observe and record so that appropriate scaffolding can be established. Third, teachers must constantly perform questions suitable for development so that they can sustain the interests of young children. Fourth, teachers should operate the 2019 revised Nuri curriculum based on their understanding of the emergent curriculum.
Keywords
2019 revised Nuri Curriculum; Teacher's Role; Emergent Curriculum; Reggio Emilia; Waldorf;
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