This study is a case study in year 6, implementing a cooperation model of early childhood education and childcare, and it intends to seek measures of sustaining cooperation between kindergarten and daycare by implementing cooperation model in field which was developed from the last 5 years of study, and identifying factors affecting cooperation. Especially, since year 6 is the time of study termination, methodology was constructed for local governments to proactively lead cooperation between kindergarten and daycare even after the termination of study. Also, it intended to develop and distribute a manual to guide the process of kindergarten and daycare cooperation.
Total 49 institutions (24 kindergartens, 25 daycares) from 13 cities and provinces nationwide participated in this study. Cooperation between sample institutions were performed for education-childcare course management, institution management, facility environment, teacher, parent participation, budget, etc. Such cooperation was supported by support system, mainly around administrative transmission system, and research team. For focused cooperation of local government, Daejeon-si proceeded the project under the name of 'Durihana', proactively leading cooperation between early childhood education and childcare across selection of sample institutions, cooperation process consulting, teacher training, sharing cooperation outcomes, etc.
Study outcomes in year 6 are as follows. First, based on analysis of specific cooperation outcomes by area from self-assessment of institution directors, teacher cooperation was found to be the most well performed among 6 cooperation areas; there was no significant difference between new institutions and the current. Second, satisfaction and needs were analyzed for principals, teachers, parents, and support system of the sample institutions. Kindergarten and daycare teachers understood characteristics and differences of each education and childcare, thought broadened scope of understanding as the benefit of cooperation, and showed about 70% of intention for continued cooperation and program expansion. As for support from the support system, there was a high satisfaction for reference development and support, and consulting on Nuri process. Also, 97% of the respondents answered a kindergarten-daycare cooperation manual is necessary. Third, 88.9% of parents knew about the cooperation, and they assessed more diverse education programs and expanded social relationship of children to be the outcomes of the cooperation. 86.5% of the respondents answered kindergarten-daycare cooperation is necessary. Fourth, outcome of local-government-centered cooperation was increased understanding, information sharing, and enhanced fellowship, based on the report from Daejeon-si support system. Sample institutions highly evaluated confidence in the cooperation process and practical help from the support system. Such benefits of cooperation were expected to positively contribute to development of education and childcare in local society.
Based on these outcomes, this study proposed to construct a supporting organization, mainly composed of local government's early childhood education and childcare administrative transmission system, supporting institution, and professionals from academia. In the perspective of pursuits for children's happiness and benefits, kindergarten-daycare integration and cooperation share a common ground, and bottom-up kindergarten-daycare cooperation will provide actual foundation for top-down kindergarten-daycare integration.
Table Of Contents
Ⅱ. 유치원과 어린이집 협력 시범연구의 개요 및 추진경과
Ⅲ. 6차년도 협력 시범연구 운영
Ⅳ. 6차년도 협력 시범연구 성과 분석
Ⅴ. 유아교육과 보육 협력 성과 및 정착 방안