• 한국보육지원학회지
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• 제10권6호
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• pp.391-412
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• 2014

유보연계형 인정어린이원은 유치원과 보육소의 일체화 시설로서 2013년 현재 595개가 설치되어 있으며, 이를 더욱 확산시키고자 일본정부는 2012년에 인정어린이원법을 개정하고, 2014년 4월에는 유보연계형 인정어린이원의 설비 운영의 기준 및 보육, 교육내용을 발표하였다. 유보연계형 인정어린이원의 설비 및 운영의 기준은 유치원과 보육소의 기준보다 높은 기준을 적용하고 있다. 따라서 현재 유치원과 보육소에서 제공하고 있는 보육의 질적 수준은 유지될 수 있을 것으로 예상된다. 그러나 보육, 교육내용의 경우, 초등학교 교육의 준비단계로서의 교육적인 면을 지나치게 강조하였다. 0-5세의 영유아가 하루생활의 대부분을 유보연계형 인정어린이원에서 생활하게 된다는 점을 고려해 볼 때, 양호적인 측면의 내용이 한층 보강되어야 할 것이다.

• 대한수학교육학회지:수학교육학연구
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• 제25권2호
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• pp.207-223
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• 2015

본 연구는 유치원 교육과정과 초등 교육과정의 연계성을 강조하는 2015 개정 교육과정 개발 연구가 진행되고 있는 현 시점에서 3~5세 연령별 누리과정과 2009 개정 교육과정에 따른 초등학교 수학과 교육과정의 내용 연계성을 분석하고, 그 결과에 기초하여 연계가 미흡한 내용에 대한 연계성 확보 방안을 제안하는 것을 목적으로 한다. 이를 위해 누리과정 내에서 '수학적 탐구하기'의 위상을 고찰하고, 수학적 내용측면에서 내용 영역의 범주 및 3~5세 누리과정의 수학적 탐구하기의 세부 내용과 초등학교 수학과 교육과정의 1~2학년군 성취기준을 비교 분석하였다. 분석 결과, 각 내용 영역에서 역연계 및 비연계 요소가 파악되었으며, 그에 따른 논의로부터 유치원 교육과정과 초등수학 교육과정의 내용 연계성을 확보하기 위한 시사점을 제안하였다.

• 아동학회지
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• 제20권4호
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• pp.213-229
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• 1999

This study examined the effectiveness of an Emotional Education Curriculum. The subjects were 55 five-year-old children attending a kindergarten located in Kangbuk-gu, Seoul. Using the pre- and post-test model, the Thinking, Feeling, Behaving Curriculum was employed two to three times a week for 15 weeks in the experimental group. Data were analyzed by t-test and ANOVA. This study indicates that the Thinking, Feeling, Behaving Emotional Education Curriculum was effective in understanding young children's emotional self-perception and empathy, but the curriculum was only partially effective in improving young children's social behaviors.

• 한국생활과학회지
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• 제18권5호
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• pp.985-994
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• 2009

This research is exploratory in considering the unique socio-cultural context of South Korea, where the present government is responding to the demand for English language training. The study asked the question: What do mothers experience when sending their young children to a private English institute, so called English kindergarten, instead of a regular preschool? A qualitative approach was used to analyze the in-depth interviews with 19 mothers who sent their young child to an English kindergarten. Mothers stated that their young child needs to be a competent English speaker. The mothers expected that an English kindergarten would prepare their child better for the elementary school English curriculum than a regular preschool. The study revealed that English kindergartens symbolized the precedence and the privileges of the elite because of their high tuition fees, native-speaker teachers, and small class sizes. The mothers showed a sense of pride and vicarious satisfaction from sending their child to an English kindergarten. However, the mothers recognized that English kindergartens put more emphasis on cognitive learning instead of the social development of children. It was almost impossible for mothers to communicate with the native-speaker teachers about their child. The mothers seemed to overlook their child's struggle to adapt to an English Kindergarten. The findings of the study raise issues concerning the boom of teaching young children English in Korea.

• 문화기술의 융합
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• 제6권1호
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• pp.403-411
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• 2020

본 연구는 2017년 개정된 일본 영유아 교육·보육과정의 구성체계와 개정중점을 탐색해 보는데 그 목적이 있다. 첫째, 2017년 개정 고시된 3기관(유치원, 보육소, 유보연계형 인정어린이원)의 영유아 교육·보육과정 구성체계는 다소 차이가 있으나 그 특성에 따라 보다 구체화하였으며, 공통적으로 개정중점을 같은 방향에서 제시하고 있다. 둘째, 교육·보육과정의 개정중점은 유아기까지 길러야 할 3가지 자질·능력을 정립, 10가지 유아상을 명확히 하고 있다는 점과 길러야 할 자질·능력과 유아상을 실천하기 위하여 커리큘럼·메니지먼트의 확립을 강조하고 있다는 점이다. 유아상에 제시한 내용이 영유아의 발달에 적합한지와 교사의 자율권을 보장하지 못하면서 지나치게 커리큘럼·메니지먼트의 확립을 강조하고 있지 않는지에 대한 교육·보육관계자들의 검토가 필요한 것으로 보인다.

• 아동학회지
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• 제3권
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• 급식외식위생학회지
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• 제5권1호
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• pp.5-11
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• 2024

For successful food safety education in kindergartens, enjoyable play is essential. However, Korea lacks food safety education materials that help teachers create play activity plans suited to specific situations. This study aimed to develop food safety education guideline based on the Ministry of Education's guidelines and the 2019 Revised Nuri Kindergarten Curriculum. We reviewed current guideline and conducted focus group interviews to create content aligned with these guidelines. In our research, we structured educational content on elements of 'food safety management practices', including 'hand washing habits', 'food poisoning management', and 'food labeling information'. Nutrition and early childhood education professionals designed objectives and activities suitable for 3-, 4-, and 5-year-old children. The resulting guidebook provides a comprehensive resource for planning annual, monthly, and weekly food safety education. Educational topics, content, examples of children's experiences, and related Nuri curriculum were summarized in the food safety education guidebook. Guidebooks were provided to kindergartens to facilitate the application of these activities. The guideline developed in our study will enable kindergartens to make structured plans for food safety education, ultimately contributing to children's health and the formation of safe eating habits.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.91-105
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• 2001

이 연구에서는 물의 상태와 상태 변화를 중심으로 유치원, 초등, 중등 과학 교재의 탐구능력 전개 과정의 연계성을 고찰해 보고자 하였다. 이를 위하여 유치원 제 5차 교육과정 교재들과 제 6차 교육과정에 근거한 초등학교 자연 고과서와 중학교 과학 교과서를 분석하였다. 분석 결과, 유아, 초등, 중등 과학 교육과정의 연계성 측면에서 볼 때, 모든 학년에서 예상, 분류, 가설설정, 실험 설계 등의 탐구능력이 부족한 것으로 나타났다. 또한 측정 능력은 이론적으로 초등학교 저학년부터 가질 수 있음에도 불구하고, 고학년 이상에서만 제시되었다.

• 교육시설 논문지
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• 제22권4호
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• pp.3-14
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• 2015

This study analyzes the domestic kindergarten attached to elementary school, and that is to present the basic data to be established in the future on the basis of the problems seen in kindergarten attached to elementary school analysis of construction planning. For this study, selecting 10 kindergartens in Hwaseong, Gyeonggi-do, and the selected spatial configuration of kindergarten. And then, analyzes Space Organization, Circulation Plan, Area Distribution, Spatial Hierarchy of them. The results were as follows. 1) The current kindergarten attached to elementary school is associated with the most elementary building planes are independent. 2) Most of them don't have space for secondary activities such as playroom or hallway space between the classrooms and the entrance. 3) Interior space is composed of educational space, service space, administrative space. 4) Kindergarten attached to elementary school should plan increase the area because it is small scale there are a lot of dead space. 5) The main users of kindergarten children should be planned simultaneously in a space that is used along with the teacher. Such a kindergarten attached to elementary school in order to be implemented in construction and environmental characteristics of the kindergarten curriculum developers and juxtaposition of kindergarten teachers and architects such exchanges should be made a doctor of the tripartite briskly.

• 수산해양교육연구
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• 제25권6호
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• pp.1263-1272
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• 2013

The purpose of this study was to analyze the effects of CoRT thinking skills training on young children's creativity and nature-friendly attitude. The subject of this study were 50 young children who attended kindergartens in Busan. The experimental group participated in CoRT thinking skills training while the comparison group participated in the typical activities according to the monthly plan of the kindergarten curriculum. The instrument used to evaluate the creativity and nature-friendly attitude of the young children were TTCT and nature-friendly attitude test. Data were analyzed by ANCOVA. Result showed that there were significant differences between the experimental group and the comparison group in post-test scores. The results suggested that the CoRT thinking skills training would be more effective to develop young children's creativity and nature-friendly attitude than typical activities according to the monthly plan of the kindergarten curriculum.