• Title/Summary/Keyword: Nuri-curriculum program

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The Effect of Young Children's Happiness Program Linked with Nuri Curriculum on Young Children's Happiness and Self-esteem (누리과정과 연계한 유아행복 프로그램이 유아행복과 자아존중감에 미치는 영향)

  • Shin, Jihye
    • Korean Journal of Childcare and Education
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    • v.12 no.5
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    • pp.17-45
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    • 2016
  • This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.

Nuri-curriculum Daycare Programs Analysis for 3 to 5-year-olds Based on Child Welfare Act Safety Education-Based Content (3-5세 누리과정에 기초한 어린이집 프로그램의 안전교육 내용 분석: 아동복지법을 기준으로)

  • Nam, Hyunjoo;Lee, Sangehee
    • Korean Journal of Childcare and Education
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    • v.15 no.3
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    • pp.39-60
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    • 2019
  • Objective: The purpose of this study was to analyze the Nuri-curriculum daycare programs for 3, 4, and 5-year-olds based on the Child Welfare Act. Methods: Data were analyzed according to the analysis criteria for 195 children's safety education programs in the Nuri-Program. The analyzed data used frequency and percentages. Results: First, life safety education was the most important element. And after looking at the contents category of the Child Welfare Act, the results in order are as follows: "raffic safety"; "Health and hygiene management, including the prevention of contagious diseases and drug abuse"; "Safety measures against disasters"; "Precaution and prevention of disappearance and abduction"; and "Prevention of sexual violence and child abuse." Second, there were many safety education activities in accordance to chronological age (3-to 5-years old). Health and safety by subject, season, and life tools were more frequent. By type of activity, conversation and language activity, fairy tales, and plays were the most common activities. Conclusion/Implications: This suggests the need to systematically plan safety education content through a program that links safety-related laws and elements related to the Nuri curriculum in child care centers.

Analysis of Experiences of Child Care and Education Teachers and Special Education Teachers On Implementation of the 2019 Revised Nuri Curriculum at Inclusive Settings: Based on Qualitative Interviews (「2019 개정 누리과정」실행에서 장애통합어린이집 일반교사와 특수교사의 경험 분석: 질적 면담을 중심으로)

  • Ji Young, Jang;Youn Kyung, Cho
    • Korean Journal of Childcare and Education
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    • v.18 no.6
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    • pp.101-126
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    • 2022
  • Objective: The purpose of this study was to investigate the implementation experiences of the 「2019 revised Nuri curriculum」 of early childhood education teachers and special education teachers at inclusive child care and education centers. Methods: Individual interviews with 14 teachers at seven inclusive settings in Seoul were conducted. The collected data were transcribed, and six categories and 42 sub-themes in early childhood education teachers and six categories and 37 sub-themes in special education teachers were derived through qualitative-comparative content analysis. Results: The teacher in-service education conducted prior to the implementation of the 「2019 revised Nuri curriculum」 gave substantial aid in the applied practices of cases. The perceptions of teachers related to the 「2019 revised Nuri curriculum」 were heightened. The inclusive settings had been changed according to the principles of play, case, and children's interest. As the 「2019 revised Nuri curriculum」 progressed, children also changed. The implementation of the 「2019 revised Nuri program」 allowed the positive and the negative experiences to coexist at the inclusive settings. For the successful implementation of the 「2019 revised Nuri curriculum」 , calls for the improvement of the child care and education center and national level must be stressed. Conclusion/Implications: Based on the results, discussions and recommendations were presented to solve the difficulties.

Early Childhood Teachers's Perception and Implementation of Nuri Curriculum (유아교사의 누리과정에 대한 인식 및 실행 간의 차이 누리과정 해설서, 교사용 지침서를 중심으로)

  • Park, Mi Jung;Seo, Hyun Ah
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.249-272
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    • 2014
  • The purpose of this research is to investigate the differences between early childhood teacher's perception and implementation of the composition direction and details of 5 criteria of "Nuri curriculum by age for 3 to 5 year-olds". As basic research data, this research is to contribute to understand the actual needs of on-spot teacher training, in the early implementation stage of Nuri curriculum, and to be used as basic data to effectively support and execute teacher training, so that "Nuri curriculum by age for 3 to 5 year-olds" can settle as educational basis of stable educational policy in the future. This research used PASW 18.0 program to analyze the difference of early childhood teachers' perception and implementation about Nuri curriculum. Results of this study were as follows; First, the general trend of early childhood teachers' perception and implementation was analyzed by average and standard deviation. Second, to see the difference between perception and implementation of Nuri curriculum for the entire group of early childhood teachers surveyed, matching sample t-test was used.

A Study on Early Childhood Teachers' Perceptions of Early Childhood Evaluation in the 2019 Revised Nuri Curriculum (유아교사의 2019 개정 누리과정에서의 유아평가에 대한 인식)

  • Cho, Yu-Jin;Bae, Jee-Hyun
    • The Journal of the Korea Contents Association
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    • v.21 no.11
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    • pp.806-813
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    • 2021
  • The purpose of this study is to analyze the perceptions and difficulties of early childhood teachers about the revised Nuri Curriculum, and to provide basic data for stable operation. 128 early childhood teachers in Seoul and Gyeonggi Province were surveyed, and frequency analysis and chi-square test were performed using the SPSS 27.0 program. As a result of the study, teachers recognized the difference in child evaluation in the Nuri Curriculum and the revised Nuri Curriculum, and recognized the difference in the evaluation method the most. Some of the items on perception showed a significant difference according to the educational experience of teachers. Teachers recognized 'autonomy' as the focus of early childhood evaluation, and at the same time recognized that it was the biggest factor that made child evaluation difficult. The interactive peer-to-peer workshop showed the highest demand for early childhood evaluation. The results of this study will be the basis for finding ways to support teachers in charge of early childhood evaluation in the revised Nuri Curriculum.

A Network Analysis of Multicultural Education Contents according to Transitions of National Kindergarten Curriculum: 2009 Educational Activities and Materials Guidebooks for Kindergarten and the Nuri Curriculum Teacher Guidebooks for the Age of 3-5 (교육과정 변화에 따른 유아다문화교육 내용의 연결망 비교 분석: 2009 유치원 교육활동 지도서와 3-5세 누리과정 교사용 지도서를 중심으로)

  • Nam, Mi Kyoung;Yoon, Gab Jung
    • Korean Journal of Childcare and Education
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    • v.11 no.4
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    • pp.189-210
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    • 2015
  • This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.

Education program development for early childhood character through Nuri curriculum (누리과정 중심의 그림책 활용 유아인성교육 프로그램 개발)

  • Bae, Soo-Min;Youn, Jeong-Jin
    • Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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    • v.7 no.6
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    • pp.55-62
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    • 2017
  • This research analyzes the character factor in picture book, so the purpose is to develop the early childhood character program through Nuri curriculum. Picture book is the most familiar media for childhoods, and we are available it naturally in our lives. For this first, we analyze 6 elements(consideration, respect, cooperation, sharing, order, filial duty) in teacher's guide of the Nuri curriculum. Next, consulting the analyzed factors, the 12 picture books which will be utilized this program are chosen by the standard like literary, artistic, educational value. The chosen picture book devised total 12 times education plan to design each 2 times education plan in the factors for teacher's guide of Nuri curriculum. Lastly, it was finally developed through validation process by 2 teachers and 2 the professors of early childhood education. The developed program is needed later field application and It is required of the effectiveness verification after we apply 12 times activities on each age of childhoods for 3 to 5 years od in education field, so it may improve elements like consideration, respect, cooperaion, sharing, order, filial duty as childhoods experience this program personally. Also, this can provide it to teachers in childhood eucation field as study guidance plan.

An Analysis of Research on Nuri-Curriculum (누리과정 연구의 동향 분석)

  • Kim, Min Hee
    • Korean Journal of Childcare and Education
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    • v.11 no.3
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    • pp.149-167
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    • 2015
  • This study aims to propose the future direction of research of the Nuri-Curriculum, a national level curriculum, analyzing the subjects, the research methods, and the contents of Nuri-Curriculum studies, and current research trends. For these purposes, 102 Nuri-Curriculum articles in major child care-related journals from 2012-2015 are reviewed. PASW 18.0 program was used to calculate frequency and percentage rate. The major findings are as follows. First, a considerable amount of research has been carried out despite a relatively short implementation period. Second, many research topics dealt with include curriculum-related material. Third, 74.5 percent of the articles used quantitative methods, and content-analysis was the most widely used method among them. On the contrary, there was relatively less research which used the experimental method applying the curriculum to real practice, observational or qualitative method. Fourth, most of the research contents focus on the direction of making of the curriculum. Therefore, this paper proposes the necessity of supplementary research including its application to real practice as the research approaches on the Nuri-Curriculum performed so far have been limited.

Childcare teachers' perception of play support in the 2019 revised Nuri Curriculum (2019개정 누리과정의 놀이지원에 대한 보육교사의 인식)

  • Kim, Dong Rye
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.1
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    • pp.67-74
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    • 2022
  • This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

The Effects of Mathematics Education Program Utilizing Food on 4-Year-Old Children's Mathematical Ability (먹거리를 활용한 유아 수학교육 프로그램이 만 4세 유아의 수학능력에 미치는 효과)

  • Oh, Mi Ra;Min, Ha Young;Cho, Woo Mi
    • Korean Journal of Childcare and Education
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    • v.15 no.3
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    • pp.115-133
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    • 2019
  • Objective: The purpose of the study was to develop a mathematics education program utilizing food to improve the mathematical abilities of 4-year-olds and to analyze the effects of this program on 4-years-olds' mathematical concepts (number and operation, algebra, geometry, measurement, data analysis, and probability). Methods: The study selected 30 4-year-olds from two daycare centers located in K city. The experimental group (N=15) participated in the mathematics education program utilizing food, 10 times for five weeks, while the comparative group (N=15) participated in the seasonal mathematics education program based on the Nuri Curriculum. The activities of this intervention program were designed to cover all domains of Mathematical Exploratory areas in the Nuri Curriculum. For data processing and analysis, pre-test and post-test score differences between the two groups were analyzed through MANCOVA. Results: The experimental group had significantly higher scores on five mathematical concepts compared with the control group. A mathematics education program utilizing food had the positive effect of improving 4-year-olds' mathematical ability. Conclusion/Implications: Mathematic education programs utilizing food are recommended as necessary pedagogical data to develop the mathematical abilities of children in education centers, families, or relating to parenting education.