The purpose of this study is to analyze the current status and the problems of Nuri Curriculum from the perspective of institutions, teachers and parents. In addition, the study seeks to develop a common index for kindergartens and child care centers to efficiently implement 5-year-old Nuri Curriculum. To conduct the study, we carried out literature review, interviews, and online survey on a total of 3,947 participants including 447 directors of kindergartens, 500 directors of child care centers, 500 teachers at kindergartens and child care centers, 500 parents of the institutions. Moreover, we collected opinions of 216 experts through e-mails and held several advisory meetings and discussions.
The findings of the study is as follows: Directors of kindergartens and child care centers think the most distinguished features by Nuri Curriculum were the fact, all children can receive service of the same quality and institutions have emphasized creativity and character education more. They also pointed out both teacher’s teaching capacity and rewards were improved. However, teachers reported class preparation and lack of teachers are the most difficult obstacles. On the parents side, parents recognized Nuri Curriculum is focusing on creativity and character-education and the tuition was reduced with Nuri Curriculum. Also, Teacher training for Nuri Curriculum was reported as insufficient so more intensive and detailed training was requested, and integrating existing institutions or establishing a single organization taking charge of ensuring quality of Nuri Curriculum. Based on this opinion, the Quality Control System Cooperation and Integration was suggested. In addition, based on common indices between kindergarten evaluation and child care accreditation centers, a common index was developed as a draft.
The policy suggestions are as follows: First, we should enhance the physical environment to implement the Nuri Curriculum and give more opportunities to improve teacher’s capacity. Second, parent participation program should be implemented, considering the situation and the demands of the parents. Third, we need to reduce the indices for kindergartens evaluation and differentiate the indices for child care center accreditation according to the institutional characteristics. Fourth, the system for ensuring quality of Nuri Curriculum should be established with more support including budget. Fifth, we also suggest jointed evaluation experts in early childhood education and child-care center and having both parents and children take part in the evaluation process.
Table Of Contents
Ⅱ. 유치원과 어린이집의 질 관리 체계
Ⅲ. '5세 누리과정' 및 질 관리 체계 운영 현황
Ⅳ. 질 관리 체게 구축 및 공동 평가지표 개발
Ⅴ. 정책 제언