Recently, investment for and development of early childhood education and care has shown great improvement. Kindergarten and childcare center enrollment rates, budgets for early childhood education and care, rates of tuition subsidy for children enrolled at kindergarten or childcare center, budgets for early childhood education and care per child have dramatically increased in the past 5 years up to twice to fivefold. The quality of educational institution should be considered in addition to growth in numbers. That is, supervision and management of service quality for young children is more important than numerical growth in the field of early childhood education and care. Quality control for kindergartens and childcare centers, however, has mostly been based on regulations, management and supervision on curriculum and operation, and kindergarten evaluation. There has not been enough examination on systematic and practical aspects. Therefore, This study is intended to propose a number of viable methods to ensure quality in the operation of kindergartens and childcare centers. It does so by analyzing the qualitative factors that constitute children’s education and care, exploring desirable quality assurance frameworks for kindergartens and childcare centers, reviewing advanced countries’ quality assurance policies for children’s education and care, and identifying the current status and problems of Korea’s kindergarten quality management.
In this study, a literature review to analyze existing material and previous studies was conducted. In addition, we analyzed the current managerial status and quality assurance cases of kindergartens and childcare centers. Also, current status of kindergarten quality control system in Korea was reviewed and questionnaires were distributed to 671 kindergarten directors, 686 teachers, and 174 early childhood education staff at district offices of education. Questionnaires were distributed through 182 district offices of education with support from 16 metropolitan and provincial offices of education in Korea. An on-site group survey was then conducted among participants attending training programs in the Seoul Metropolitan City, Gyeonggi Province, Gyeongsang Province and Jeolla Province areas, and questionnaires were given out to relevant public servants by post. In all, survey data was collected from 480 heads of childcare centers, 615 teachers and 171 public servants in charge of childcare policies. From this data, the following methods to ensure quality in managing kindergartens and childcare centers are proposed.
following suggestions for kindergarten quality control in terms of kindergarten curriculum, supervision, and evaluation are made. First, as of kindergarten curriculum, distribution of National Kindergarten Curriculum guide books, accreditation for and improvement of criteria for educational materials, localization of National Kindergarten Curriculum and differentiated support based on the type of kindergarten, and parent education to facilitate proper implementation of kindergarten curriculum are suggested. Second, in terms of kindergarten supervision, strengthening independent administrative system of early childhood education and delivery system, expanding the pool of school inspectors and in-service training on supervision, developing and distributing standard manual for systematic supervision, and providing differentiated supervision and strengthening feedback delivery system are suggested. Third, in terms of kindergarten evaluation, specifying manual for kindergarten evaluation and intensifying support for evaluation, reducing and categorizing kindergarten evaluation indices, developing and distributing training programs for evaluators, releasing and utilizing evaluation results, and creating and computerizing database on kindergarten evaluation.
following suggestions for kindergarten quality control in terms of standardized childcare curriculum operation, childcare facility guidance and inspection, and evaluation and accreditation. In terms of operating the childcare curriculum, this study finds it advisable to deliver programs and to conduct training on the standardized childcare curriculum, set up a permanent research and monitoring body for curriculum development, review and revise the national standardized childcare curriculum, and establish a system where regional childcare information centers provide on-site support for childcare centers. In terms of guiding and inspecting childcare centers, this study proposes to secure more public servants to take charge of childcare affairs, reinforce training on expertise building, ensure quality in guidance and inspection, develop and distribute manuals, and tie evaluation and accreditation results with inspection procedures. In terms of evaluating and accrediting childcare centers, this study points out the need to raise shared recognition and understanding for evaluation and accreditation, reduce the number of indicator items and concretize core assessment criteria, establish a systemized support system, utilize and provide feedback for evaluation and accreditation outcomes, and expand publicity works on evaluation and accreditation.
Lastly, based on the assumption that the quality of all kindergartens and childcare centers should both be maintained and managed at a similar level, this study presents policy recommendations aimed at developing an integrated quality management system that will oversee both centers.
Table Of Contents
Ⅱ. 육아지원기관 질 관리에 관한 문헌 고찰
Ⅲ. 외국의 육아지원기관 질 관리 및 지원 체계
Ⅳ. 우리나라 육아지원기관의 질 관리 체계 사례
Ⅴ.우리나라 육아지원기관의 질 관리 실태 분석
Ⅵ. 육아지원기관의 질적 수준 관리 방안