Articulation on curriculum has been an important issue for the curriculum of high-quality. However, the articulation of curriculum has mainly focused on sequences of curriculum as a document. Now, we need to expand the concept of curriculum articulation and consider other aspects of curriculum articulation in terms of continuity of children’s experiences. This study intended to analyze the extent of Nuri-curriculum’s articulation with primary school education through looking at children’s experiences in kindergartens, childcare centers, and primary schools.
This study used 1) literature review, 2) interview with 7 teachers from kindergartens, and childcare centers, 6 primary school teachers, and 1 class of 5 years old and 3 classes of first grade children, 3) classroom observation in 6 classrooms of kindergartens and childcare centers and 5 classrooms of primary school, 4) survey on total 1,400 teachers of kindergartens, childcare centers, and primary schools, and 5) discussion meeting with professionals.
As the result of analysis on Nuri-curriculum’s articulation, Nuri curriculum as a document should be amended for more coherence with primary school curriculum. Also, primary school curriculum should consider philosophy or teaching and learning theories of children-centered such as children’s free play or interests. Compared to the implementation of Nuri-curriculum, children of first grade children were not allowed to have enough opportunities for free play, verbal/nonverbal interactions with teachers, and positive interactions among children, diverse activities. Also, some physical parts of classroom were recognized as developmentally not appropriate.
When teachers of kindergartens/childcare centers and primary school were compared, primary school teacher had less interests and motivation and actually put less efforts for curriculum articulation. It turned out that teachers of kindergartens/childcare centers and primary school recognized the importance of curriculum articulation and child-centered practice but children’s experiences in kindergarten/childcare center and primary school were different. Primary school education may adopt the philosophy or basic ideas from early childhood education and care.
Based on the result, this research suggests policies as following. In the aspect of curriculum, more diverse groups participate in the developing curriculum and classroom schedule should be more flexible for children’s interests. Also, the idea of child-centered such as free play and diverse activities for children should be considered for implementing a primary school curriculum. For teachers, a government provides chances of professional learning development, inter-training courses, and assistant teachers for the first grade classroom. For parents, school set up the route to check children’ adjustment and provide parental education enabling parents to help children’s adjustment in school.
Table Of Contents
Ⅱ. 선행 연구
Ⅲ. 누리과정과 초등학교교육과정 연계성 분석
Ⅳ. 누리과정과 초등학교와의 연계 실태
Ⅴ. 누리과정과 초등학교와의 연계 강화