부모의 선택권 보장과 기관 운영의 합리성 제고를 위한 유치원 운영 다양화 연구

Abstract

Ensuring parental choice and improving the rationality of institutional management are essential considerations when tackling mid-to-long-term policy tasks for early childhood education in Korea. These tasks were developed within the framework of the '2019 revised Nuri Curriculum,' a collaborative initiative involving parents and the community. Additionally, they hold significance in response to the demands of parents who are seeking diverse experiences and personalized care for their young children.

This research seeks to propose kindergarten management models (or drafts) by exploring ways for diversifying management that ensure parental choice and improve the rationality of kindergarten management. The study further aims to recommend policy approaches derived from varied management models to establish conducive conditions for the practical operation of kindergartens. Ultimately, these approaches empower parents to autonomously choose institutions for their children.

In order to achieve this, domestic and international literature reviews, focus group interviews (FGI), surveys, and case studies were conducted. The FGI involved 7 kindergarten directors (or assistant directors), 7 teachers, and 7 parents, along with 7 parents of preschool-aged children attending private academies, totaling 28 individuals. The survey targeted 402 kindergarten directors (or assistant directors), 602 teachers, and 508 parents, totaling 1,512 respondents. Additionally, case studies were collected from 5 kindergarten directors (or assistant directors), 10 teachers, and 8 parents from five domestic kindergartens.

The findings of the study, analyzed through a variety of research methods, can be summarized as follows:

Upon reviewing the systems of early childhood education institutions in Norway, the United States, and Singapore, and examining various daily operation practices in kindergartens of each country, it was observed that, in general, institutions generally operate daily routines that take into account circumstances such as parents' commute times to and from work, have a team of teachers in charge of the entire day or utilize specialized staff, and operate various types of kindergartens that meet the needs of parents and children.

Analysis of the survey and FGIs revealed that parents needed and desired longer hours of kindergarten services than what the kindergarten teachers considered ideal. Concerning staffing preferences, parents expressed a desire for classroom teachers to be available for a consistent amount of time, and their perception of an appropriate teacher-to-infant ratio was considerably lower than that perceived by the kindergarten teachers.

Both kindergarten teachers and parents identified 'Forest and Ecology Education' as the most desired distinctive program. Regarding post-curricular program operations, kindergarten teachers perceived curriculum integration as the most appropriate, while parents showed a higher preference for specialized programs, indicating a discrepancy. Regarding policies aimed at ensuring parents' rights to select the institution, improving the efficiency of kindergarten operations, and implementing child-centered kindergarten policies, kindergarten teachers consistently highlighted adjusting the teacher-to-child ratio as the most crucial aspect. However, responses of the parents indicated that for policies ensuring their kindergarten choice rights, diversifying operating hours was crucial; and regarding child-centered kindergarten operations policies, 'program diversification' and 'adjusting the teacher-to-child ratio' was the most requested.

The case studies showed that the common operational structure, in terms of operating hours, involved a daily average of more than 11 hours, consisting of morning care, educational programs, post-curricular activities, and evening care. In terms of staffing, there was a consistent pattern of deploying two teachers for the Nuri curriculum hours, providing short-hours auxiliary support, and assigning part-time or temporary post-curricular instructors.

Regarding the curriculum, differentiated play-based educational programs, replacing specialized programs with distinctive curriculum and experiential activities had excellent educational value that influenced the parents to choose such kindergartens. In terms of educational conditions, specialized institutional conditions such as mixed-age classes, aligning kindergarten and elementary curriculum, and a repeat teacher/teacher looping system, along with abundant indoor and outdoor educational spaces, and the presence of skilled educators and public education, emerged as significant factors influencing the selection of kindergarten services.

Based on the research results, four models (or drafts) of kindergarten operation were proposed: (1) 6 hour or less Operation Model (Curriculum centered); (2) 8 hour Operation Model (Curriculum + Post-Curricular Program; (3) 11 hour Operation Model (Morning Care + Curriculum + Post-Curricular Program); and (4) 13 hour Operation Model (Morning Care + Curriculum + Post-Curricular Program + Evening Care). For each model, an example of the daily schedule, staffing (or draft), and program operations was suggested.

In terms of policy directions to support these models, the following recommendations are proposed: setting clear standards, minimizing government regulations on kindergarten operations, recognizing and supporting various forms of kindergarten operations with flexibility, and reducing kindergarten burdens through collaboration and cooperation with local education authorities and the community. Additionally, support for minimizing parental burdens by providing kindergarten choices that align with parents' situations and demands, in collaboration with local education authorities and the community, and securing finances to support kindergarten operations are suggested.

The support measures are suggested in the categories of operation hours, staffing, programs, and educational conditions based on the research findings. Firstly, in regards to operating hours, providing flexibility based on parental demand, and assigning education offices or local communities with tasks regarding care were suggested. Secondly, for staffing, suggestions included placing two or more adults during the day, clarifying job responsibilities, collaborative operation, utilizing community human resources, enhancing a sense of belonging, and establishing and operating a leadership platform led by educational authorities. Thirdly, regarding the programs, supporting kindergarten distinctive education and providing relevent information, supporting specialized programs in post-curricular activities, and activating on-site experiences using community infrastructure were proposed. Finally, for educational conditions, recommendations included providing physical and human environmental support to improve the quality of education, and activating parental education and counseling.