5세 누리과정과 초등학교교육과정 및 3·4세 연계 방안 연구

Abstract

This study aims to develop strategies for better transition from 5 year olds to elementary school by enhancing the degree of curriculum articulation between Nuri Curriculum for 5 year olds and Elementary school & Nuri curriculum for 3, 4 year olds. For the research, literature review, analysis on continuity and sequence of national curriculums, and classroom observation, interviews with teachers at kindergartens, child care centers, and elementary schools were mainly used. The research results were reviewed by experts to increase the credibility on comparison of national curriculums and to find appropriate policy proposals. The results in details are as follows: (1) According to the comparison between Nuri curriculum of 5 year olds and elementary school curriculum, the general framework for curriculum were very similar in its educational direction both curricula emphasized creativity. A more detailed analysis revealed that Nuri curriculum contents for 5 year olds except 42 out of 137 items had a linkage with elementary school curriculum. The domain, Physical activities and Health were found to be relatively less connected. (2) Classroom observation and interviews with teachers showed that teaching material for both curricula were fundamentally similar. However, there were differences in terms of daily routine, classroom environments, and activities. While elementary school lessons were divided by hourly classes, Nuri curriculum were based on children’s free choice, large group conversation with teachers, and small group activities. (3) For better transition, elementary school teachers suggested that pre-primary education should be focused on basic life habits, character education, and sociality. Also, teachers at kindergartens, child care centers, and elementary schools pointed out the need of mutual understanding of different curriculum, reciprocal visiting, and pre/in-service teacher education. Lastly, policy recommendations are summarized to three categories; Forming and operating a joint committee for developing curriculum, Encouraging teachers to have more interaction among teachers and to participate in pre/in-service teacher education about mutual curriculum, Equalizing the quality of education in the field of early childhood education.