어린이집과 유치원 장애위험 영유아 조기발견 및 발달지원 종합 대책 방안(Ⅲ): 장애위험 영유아선별도구 표준화 및 지원모델 개발

Abstract

This study is a four-year collaborative project (2022–2026) aimed at developing comprehensive measures to support the developmental needs of young children at risk of developmental delays in daycare centers and kindergartens. The research was conducted in collaboration with the Korean Association of Child Studies and the Seoul Childcare Support Center. The focus of the third-year research (2024) is to conduct a nationwide standardization of the Korean Screening Inventory for Early Childhood Development (K-SIED), developed in the first and second years for teachers (K-SIED:T) and parents (K-SIED:P). Based on this standardization, the study seeks to enhance the capacity of teachers and parents by developing instructional manuals. Additionally, the research aims to establish a support system for identifying young children at risk of developmental delays and to propose a collaborative service delivery model through a pilot program involving community resources. To achieve these objectives, the study involved collaborative research, literature reviews, expert advisory meetings, policy workshops, and the hosting of the Early Childhood Education Forum. The K-SIED consists of tools for teachers (366 items for ages 12–17 months to 5 years) and parents (374 items, including additional questions for screening developmental risks). Items were selected based on response accuracy, correlation significance, expert revisions, and content validity. For the standardization process, responses from teachers and parents of 4,200 children aged 12 months to 5 years were collected nationwide. Criterion validity was assessed through the K-DST and Bayley Scales, while test-retest reliability and discriminant validity (using registered children with disabilities) were also examined. These results were used to develop age-specific and domain-specific norms for the teacher and parent tools, along with instructional manuals. Furthermore, the study designed a "Learning Mate" program to support young children’s development. Using the screening tools, groups were formed, and tailored developmental support plans were devised collaboratively by parents and teachers. Training programs based on the Learning Mate curriculum were also implemented and incorporated into resources for kindergarten teachers and parents through the Early Childhood Education Promotion Institute. The study outcomes include the standardization of the K-SIED and the creation of its instructional manuals. It also proposes a cooperative framework for developmental support, the deployment and utilization of specialized personnel for early childhood development, and policy recommendations for the Ministry of Education’s proposed Psychological and Emotional Support Program for Young Children.