미래환경대응 유치원·어린이집 조성방안 연구(Ⅱ): 영유아교육분야 SW·AI 활용방안

Abstract

In the post-human era where pedagogy is possible for all, laying the foundation for digital education competencies in young children who are the future generation is very important. The purpose of this study is to research ways to utilize SW and AI in early childhood education to strengthen future generations' competencies, and to propose policy implications. The research team sought ways to apply SW and AI in education, including trends in young children's SW and AI policies, ethical approaches, and integrating them with the curriculum. In particular, we emphasized reflections on responses to ethical risks related to SW and AI and guidelines/frameworks, and explored ways to link them to curriculum operation. To this end, we newly explored philosophical perspectives and educational directions through action research where young children, SW, and AI collaborate together. We also broadly gathered expert opinions on relevant policy directions to suggest currently necessary policies in the digital field for young children. Policy directions for utilizing SW and AI in early childhood are as follows. First, enhancing the direction of ethical approaches to young children's SW and AI. It is important that everyone takes responsibility and cooperates to protect young children, support parents and teachers' SW and AI competencies for protecting young children, establish an SW and AI educational framework suitable for the young childhood stage, and nurture young children's competencies to ethically respond to digital risks themselves. Second, directions for practicing post-humanistic SW/AI curriculum (constructing physical play environments, considering dynamic relationships between young children-teachers-SW-AI-environment, teachers’ abundant experiences with and preparation for SW and AI, supporting multisensory, diverse communication and creative play, active support from government departments for SW/AI curriculum, ethical practices of SW/AI in everyday life). To derive 5 key policy directions and detailed tasks for K-ECEC digital response, policies have been proposed centered around protecting young children from digital risks, reducing digital divides, developing young children’s digital literacy competencies, strengthening qualitative interaction between young children and families, and supporting teacher expertise to improve and quality educational activities. In addition, policy tasks have been discussed at the level of legal systems and supporting digital infrastructure development. Also, the research team proposed protecting young children, supporting parents and teachers’ SW and AI competencies to protect young children, establishing SW and AI educational frameworks suitable for the young childhood stage through everyone’s responsibility and cooperation in order to improve accessibility of digital experience focused on young children’s play. Accordingly, directions and operation principles for the curriculum, curriculum models, and 6 practical and support measures have been proposed.