The government has recently implemented Nuri Curriculum for 3-5 year olds to provide quality childcare and education for 3-5 year old children. This study intends to evaluate effectiveness of the government's Nuri Curriculum policy in early stage, based on empirical data collected from children who are the direct beneficiaries of the policy.
One child was assessed twice in pre and post stages by his/her homeroom teacher in charge of 3, 4, 5 year olds in kindergarten and daycare nationwide, based on the children observation index of Nuri Curriculum for 3-5 year olds, developed by Korea Institute of Child Care and Education; samples were selected according to systematic random sampling. Pre-assessment was conducted in April and post-assessment in October, with total 1,029 children of 3 year old, 850 children of 4 year old, and 1,056 children of 5 year old who participated in both pre- and post-assessments.
Children observation index scores of Nuri Curriculum for 3-5 year olds were analyzed on multi-dimensions according to general background of child's family, and teacher and institution-related factors. Results from pre- and post-assessments were analyzed utilizing OLS regression analysis, and pre and post score differences were analyzed utilizing panel primary difference model.
The factors that showed significant effectiveness throughout all ages and all areas were child's gender and family income. On the other hand, mother's working status and type of institution did not appear to have significance in all ages overall. Meanwhile, institution experience was observed to have more significant effectiveness in young ages of 3 year old; shorter the teacher's experience and higher the teaching efficacy and teacher-child interaction score, more positive effectiveness was present in children's scores. By sphere, art experience sphere and nature investigation sphere were most highly affected by characteristics of teacher, and child's observation index scores in those two spheres showed a tendency of increasing according to teacher's teaching efficacy regardless of their age.
Child observation index assessment scores for each child and class contributes to improving quality of early childhood education and childcare by applying the findings in one-on-one and group teaching situations. Thus, it is recommended to utilize this index as a part of various measures (daily record, activity sampling, portfolio, etc.) for child assessment. In the long-term, it is also recommended to diffuse and expand this tool on a national level through constructing a website for easy access to child observation index by kindergarten and daycare teachers.
Table Of Contents
Ⅱ. 분석 설계
Ⅲ. 5세 누리과정 유아관찰척도 점수 분석
Ⅳ. 4세 누리과정 유아관찰척도 점수 분석
Ⅴ. 3세 누리과정 유아관찰척도 점수 분석
Ⅵ. 결론 및 정책제언