The aim of this research is to assess the developmental achievement of children in the context of Nuri curriculum. It is more specifically intended to figure out the degree of contribution of the Nuri curriculum in achieving children’s fair start in life, the fundamental purpose of the Nuri curriculum. By observing developmental and behavior data of children who took Nuri curriculum for age 5 both in kindergartens and childcare centers using the Development of the Child Assessment Scale, child development and behavior outcomes are evaluated with socio-demographic status, types of ECEC service providers, and teacher-factors taken into consideration.
Random sampling of ECEC service institutions was conducted with 500 kindergartens and 500 childcare centers in the total of 1,000 ECEC providers in consideration with their regional distribution. Based on the criteria that one teacher in charge of the class for 5-year olds evaluates two random children among 50 children aged 5 and completes pre- and post-investigations both, data collected from 313 kindergartens and 364 childcare centers. The number of teacher participated in these investigations were 493 teachers in kindergartens and 370 in childcare centers with evaluated children of 904 in kindergartens and 709 in childcare centers.
Collected data were analyzed using two-way ANOVA with repeated measures. Finding shows that taking Nuri curriculum results in improved educational achievement and promoted development in a group of children aged 5 of the underprivileged households. It further implies that cultural experience and field trips need to be enhanced to resolve disparity early in the art experience and Nuri curriculum be conducted in a way that increases teacher efficacy for educational effectiveness of Nuri curriculum.
Based on the results, policy recommendations are made on the promotion of the Nuri curriculum, execution of a longitudinal study for confirming mid- and long-term effect of the Nuri curriculum, ensuring over 4 year teacher training system, organizing a class for 5-year olds prevail, offering guideline for mixed age classes, and so forth.
Table Of Contents
Ⅱ. 유아 변인에 따른 5세 누리과정 유아관찰척도 점수 분석 결과
Ⅲ. 기관 변인에 따른 5세 누리과정 유아관찰척도 점수 분석 결과
Ⅳ. 교사 변인에 따른 5세 누리과정 유아관찰척도 점수 분석 결과
Ⅴ. 결론 및 제언