• Korean Journal of Childcare and Education
• /
• v.9 no.4
• /
• pp.107-133
• /
• 2013

The purpose of this study was to examine and compare the perceptions of mothers about the Nuri curriculum for 5-year olds. The subjects were 382 mothers whose 3-5-year old children went to kindergartens (192 mothers) and daycare centers (190 mothers). The findings were as follows: First, the majority of the mothers knew that the Nuri curriculum for 5-year olds started to be carried out in 2012, but many of them weren't told about the details at all. Second, the mothers considered the Nuri curriculum necessary, and were roughly satisfied with the ongoing Nuri curriculum for 5-year olds. Third, there was no difference in the mothers' perceptions of environmental factors required for the Nuri curriculum. Fourth, the mothers whose children went to kindergartens chose warm and enthusiastic character as important quality of teachers. The mothers whose children went to daycare centers chose friendly and caring character as important qualities of teachers. Fifth, the mothers perceived that the Nuri curriculum was relatively useful for the qualitative improvement of early childhood education and childcare. Sixth, the majority of the mothers didn't have their children transfer to another early childhood education institution after the Nuri curriculum for 5-year olds was carried out.

• Journal of Navigation and Port Research
• /
• v.35 no.3
• /
• pp.253-258
• /
• 2011

This study aimed to analyze the effect of New University for Regional Innovation in terms of the users. The evaluation indicators based on the reports of NURI port logistics education project from 2005 to 2009 are overall satisfaction, detailed satisfaction, comparative advantage for from the other universities, continuous employment intention, necessity of re-education, and priority of educational needs and so on. And the percentage of employment was chosen from 2006 to 2009 for the more objective analysis. Analysis shows that the effect of the program is founded because the satisfaction increased gradually and the comparative advantage for from the other universities was higher and the necessity of re-education declined less and less. Especially the program filled the foreign language demands. But it needs to reinforce the links between schools and industries. And also the percentage of employment for the participated departments has continuously increased compared with that for non-participated departments, it shows that the effects of NURI project.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.5
• /
• pp.147-158
• /
• 2020

The aims of this study were to examine the grounds for the appropriateness of board games in daycare centers and kindergartens based on the child-centered, play-centerd activities of revised Nuri-curriculum and provide basic resources by the case studies of board game activities in each area of the Nuri-curriculum. For these aims, it suggested the rationale of board game use in early childhood education field: first, the value as an activity with concrete objects based on developmentally appropriate practice (DAP), second, children's voluntary participation and immersion due to the competition and rewards in gamification, third, integrated experience across all areas of the Nuri-curriculum. Also, it provided various samples of the integrated board game activities for children, and reviewed the precaution, pros and cons that emerged during the play. This study discussed the possibility and direction of board game activities in early childhood education and provided implications for organizing board game activities in the education field and developing new board game contents.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.3
• /
• pp.1-20
• /
• 2023

In order to develop a picture book for desirable eating habits of young children, the contents of nutrition education in picture books were analyzed. A total of 128 picture books were analyzed: 42 picture books from the Nuri-curriculum teacher's guide (Nuri), 40 picture books recommended by the National Library for Children & Young Adults (NLCY), and 46 picture books published by the Center for Children's Food-service Management (CCFM). As a result of analysis of dietary guidelines for Koreans, the item that appeared most frequently in picture books was 'Consume a variety of foods every day' (28.91%). The second most common dietary guidelines in the picture books was 'Enjoy a diet that incorporates local ingredients and is environmentally conscious' (21.88%). As a result of examining the main goal of 'eating right' in the Nuri Curriculum, 'healthy food' accounted for 36.72% and 'eating a variety of food' accounted for 30.47%. 'Eating with the right attitude' 4.69%, 'valuing food' 3.13%, and 'dining etiquette' 6.25% were low. Therefore, it is necessary to develop and distribute picture books that reflect the contents that are insufficient.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.4
• /
• pp.329-335
• /
• 2019

The purpose of this study was to examine the application of personality education elements through discussion activities in the Nuri curriculum guidebook. For this, discussion activities were analyzed according to both frequency of age and life theme. Study results were as follows. First, according to the distribution related to the target age of students, the greatest number of personality education elements were for 5 year olds, followed by those for 4 year olds and 3 year olds. Specifically, 'consideration', 'respect', 'cooperation' showed a high distribution, whereas 'filial piety' and 'sharing' showed a very low distribution. Second, according to the distribution based on life theme, it appeared that personality education element converged on particular life theme. These results are intended to provide basic data for the future direction of personality education elements through discussion activities in the Nuri curriculum guidebook.

• Korean Journal of Childcare and Education
• /
• v.11 no.6
• /
• pp.177-198
• /
• 2015

This study is aimed at a comparison analyzing the contents of child 'safety education' in Three-four-year-old Nuri curriculum manual for teachers related activity type and activity form, life theme based on the criteria of analysis. First, the number of contents of child 'safety education' included in the 3 year old Nuri curriculum manual for teachers was 136, and among them, 71(52.2%) were from in big and small group activity. Total 124 contents were in 4-year old group and showed 58(46.8%) contents in big and small group activity. Second, it was identified that the Three-four-year-old Nuri curriculum handled highest number of child 'safety education' activities. Twenty-five activities from 'appliances' among a total of 127 child 'safety education' activities were included and included 21 activities in contents of 'safety for object, tool, and apparatus.' Thirty-three activities among 'health and safety' among a total of 131 child 'safety education' activities were included and it was identified that the highest number of child 'safety education' activities were conducted in 'safety for disease' contents. It will be hope to suggest some of the providing child 'safety education' of Three-four-year-old in education field, and to provide basic data for planning and suggesting directions for various training related to child safety education. Moreover, this study intends to provide basic data for composing necessary manual and program for child 'safety education' and to provide basic data for expanding the safety experience facility.

• Korean Journal of Community Nutrition
• /
• v.28 no.6
• /
• pp.509-522
• /
• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.

• Korean Journal of Childcare and Education
• /
• v.9 no.6
• /
• pp.151-170
• /
• 2013

This study analyzes the contents of multicultural education in teacher's manual for "Age 3 - 5 Nuri Curriculum." The criteria of identity, diversity, openness, democracy, and community were used to investigate 1,470 activities relevant to multicultural education in Nuri Curriculum, which was published in March, 2013. The findings were categorized into life theme, contents area and activity type. In the life theme, multicultural contents appeared most in 'my town' and 'my country,' while the least in 'spring, summer, fall, winter.' In the contents areas, diversity, identity and community appeared more than democracy and openness. And, these contents included social relationships. In the activity type, multicultural contents are analyzed the most frequently in 'math activity' and 'sharing a story.'

• Journal for History of Mathematics
• /
• v.28 no.6
• /
• pp.349-363
• /
• 2015

In this paper, we explore about Korean early childhood mathematics education history. Actually, mathematics education history is mathematics education curriculum's history. Korean education curriculum has been influenced by the US and European prominent educators: Montessori, Piaget, Bruno, and Dewey, etc. We investigate how those philosophy and thoughts were adopted in Korean early childhood mathematics education curriculums from 1st to 2015 amended curriculum. Also, we can see that NCTM's content standards and Korean Nuri curriculum are the same in the basic concepts: number and operations, space and shapes, measurement, understanding of patterns and data collection.

• Korean Journal of Childcare and Education
• /
• v.9 no.3
• /
• pp.253-272
• /
• 2013

The purpose of this study was to supplement the NURI Curriculum by investigating the practicing level of the NURI Curriculum for 5-year olds according to the demographic backgrounds of early childhood teachers. The subjects of this study were 201 early childhood teachers who work at kindergartens and child care centers located in Gyeonggi Province and were in charge of 5-year olds. The instrument used was a questionnaire measuring the practicing level of the NURI Curriculum. The results of this study were as follows. First, the practicing level of the NURI Curriculum for 5-year olds generally showed high scores. A total average of 3.24 on a 4 scale was found. In each case, educational contents have the highest score, 3.40, and educational evaluation has the lowest score, 3.03. Secondly, teachers' age, teaching career and educational background had an affect on the practicing level of the NURI Curriculum for 5-year olds, but their certificate and institution type did not. That is, the higher the teachers' age, teaching career and educational background, the higher the practicing level of the NURI Curriculum for 5-year olds.