교육과정 내실화를 위한 협력네트워크 운영: 5세 누리과정 운영을 중심으로

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Title
교육과정 내실화를 위한 협력네트워크 운영: 5세 누리과정 운영을 중심으로
Alternative Title
Running Cooperative Networks with the Aim of Improving Curriculum Implementation
Author(s)
이윤진김은설
Issued Date
2011-09-30
Publisher
인천광역시교육청
육아정책연구소
URI
https://repo.kicce.re.kr/handle/2019.oak/1394
Abstract
This research proposes a number of policy measures based on understanding the present conditions of mixed age classes[1][1], relative to the presently implemented 'local cooperation network project' for improved management of 'the Nuri Curriculum for age five' in mixed age classes in kindergartens.


Surveys were given to 1,040 teachers in kindergartens with mixed age classes on a nationwide basis, and 100 stronghold kindergarten directors. The main findings indicate that 98.7% of the respondents came from public annex kindergartens, indicating that mixed age classes are most commonly operated in public kindergartens. However, in large cities, private kindergartens operated mixed age classes more frequently.


The average class size of mixed age class in kindergartens is 1.25 and the average number of teachers is 1.26. Children of five years of age comprised 9.42 out of the average 18.53 children who attend the kindergartens. The most commonly stated reason for running such mixed age class is the 'small number of children'. More participants answered 'not participating'(51.3%) in the cooperation network project. 95% of the stronghold kindergartens in the cooperation network are public kindergartens. The participating kindergartens under the stronghold kindergartens constituted 14.54 on average, with Seoul having the most (53. 75 kindergartens) and Gangwon Province having the least(3.33 kindergartens). This indicates that the cooperation network is actively operating in large cities.


When asked about the management of the Nuri Curriculum for age five in mixed age classes, most teachers in kindergartens with mixed age classes and those in the cooperation networks chose the response 'separating the age five from ages 3 to 4(68.4%)', and 'having an additional teacher in charge.'


These results suggest the following as potential policy measures. Firstly, it is suggested that mixed age classes, mostly in private kindergartens, in large cities with active cooperation networks should operate with the support from the cooperation network. Secondly, it is suggested that additional teachers need to be placed in mixed age classes. According to the newly amended article which states that kindergartens can hire substitute teachers in addition to regular teachers, kindergartens can now place more teachers with greater flexibility, with the approval of the city, and provincial education offices (e. g. within the current budgetary constraints). Thirdly, it is suggested that mixed age classes in kindergartens in rural areas be integrated and operate according to the '1 township 1 school' policy in such rural areas. Lastly, after integrating mixed age classes, public kindergartens should be established within the same distance or in an appropriate location. However, if the local conditions do not allow, it is suggested that the stronghold kindergartens of the cooperation network ought to take on this role.

[1] In mixed age classes, children are not separated by age but ages 3 to 4 are educated in the same class with children aged five.
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연구보고서 > 5. 수탁연구보고서
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