In 2011, Korean government launched a curriculum for 5 years old children and then expanded the curriculum to the Nuri Curriculum for 3-5 years old children. Nuri-Curriculum has been focused on education for creativity and character education for all round education. Also, it tried to strengthen the articulation between kindergarten/child care center and elementary school considering the elementary school curriculum of the first and second grade.
This study aims to identify whether there is difference based on the presence or absence of involvement of Nuri-Curriculum and what are the institution related variables which affect the children's school adjustment. The purpose of analysing the effect of Nuri-Curriculum for 5 year old is not to compare each institution or individual but to ensure public accountability and understand better the operation of the Nuri-Curriculum.
For this research, (1) literature review, (2) teachers' evaluation on 1,744 children's school adjustment at the starting stage of elementary schools, (3) survey of 1,969 parents and 311 teachers at kindergartens and child care centers (4) in depth discussion with 11 teachers from kindergarten, child care center and elementary school, (5) advisory council and policy seminar were performed.
The children's school adjustment was different depending on their gender, size of residency place, family income, and parental academic background. It shows that ensuing equal starting point was not attained although Nuri-Curriculum for 5 years old aimed to ensure that.
Based on the presence or absence of involvement of Nuri-Curriculum, there was no difference between two group. However, the positive effect of Nuri-Curriculum was identified for the disadvantaged group such as children living in a rural area, whose parent's academic attainment is low, or whose parents' depression is serious. From this result, we can expect Nuri-Curriculum for 5 years old can bring a positive effect for disadvantaged children.
Furthermore, this research tries to find institution related variables which affect the children's school adjustment but only age-separated class and teacher with 4 year university degree were identified as the statistically meaningful variables.
Alternative political plan is divided two sections: enhancing quality of operating Nuri-Curriculum for 5 years old and strengthening the articulation between kindergarten/child care center and elementary school.
For enhancing quality of operating Nuri-Curriculum, expanding opportunity for Nuri-Curriculum participation, Concerning more children's peer relation, teacher training for implementing Nuri-Curriculum, informing to the public about Nuri-Curriculum, providing parent education were suggested as the short term plan. As the middle term plan, raising teacher's minimum qualification, suggesting age-separated class, informing to the public about disadvantage of parent depression in terms of children development, establishing a status of kindergarten and child care center as reliable institution.
For the articulation between kindergarten/child care center and elementary school, diverse activities for articulation and connection with parent, more articulations between curriculums, cooperation between kindergarten/child care center and elementary school, elementary school's role as supporting children whose performance and adjustment is poor, more research for supporting Nuri-Curriculum were suggested.
Table Of Contents
Ⅱ. 연구의 배경
Ⅲ. 초등 1학년 학교적응 현황 및 분석
Ⅳ. 5세 누리과정의 효과 문석
Ⅴ. 5세 누리과정의 효과에 대한 교사의 인식 및 요구
Ⅵ. 5세 누리과정 효과 제고를 위한 정책 방안