누리과정 효과성 분석 연구: KICCE 누리과정 유아관찰척도 활용을 중심으로

Abstract

Since 2012, the government has implemented the Nuri Course in every kindergarten and child care facility for 3-5 year olds nationwide. Its intent is to provide an equal learning opportunity for 3-5 year old children regardless of socioeconomic status. This study tried to determine the effectiveness of the government's Nuri Course policy and how well it achieved a fair start in life for children, based on empirical data collected from children who are the direct beneficiaries of the policy. Each child was assessed twice in pre and post stages by his/her homeroom teacher, based on the child observation index of the Nuri Course for 3-5 year olds, developed by the Korea Institute of Child Care and Education. Pre-assessment was conducted through May and June and post-assessment in October, with a total of 273 3 year olds, 253 4 year olds, and 270 5 year olds participating in both pre- and post-assessments. Among them were children of disadvantaged family background such as low-income and multicultural families. Analysis of the child observation index scores of the Nuri Course for 3-5 year olds was multi-dimensional according to the general background of the child's family, as well as teacher and institution-related factors. The scores in both children of disadvantaged and non-disadvantaged families were also compared. Results from pre- and post-assessments were analyzed by utilizing t-test, and two-way ANOVA with repeated measures. The results showed that the child observation index scores of the Nuri Course in children of disadvantaged families were generally lower than non-disadvantaged ones in four of five areas. More specifically their scores were lower in the areas of communication, social relationships, art experience and nature & discovery in both pre- and post-assessment. In addition, there were significant differences owing to child gender and family income in all age groups. Namely, the child observation index scores of girls and children of high-income families were higher than boys and low-income families. The scores of children from child care facilities in the workplace were also higher than those of other institutional types in all age groups. The shorter the teacher’s experience and the higher the teaching efficacy and teacher-child interaction, the more positive effectiveness was present in children’s scores in specific age groups. Based on the results, policy recommendations were made as follows. First, individual child care and education for children of disadvantaged families should be more supported and strengthened. Second, appropriate teacher education and support for achieving effectiveness of the Nuri course should be provided . Third, the long-term study to evaluate effectiveness of the Nuri course should be administered. It is also recommended that a website be constructed for easy access to the child observation index by kindergarten and daycare teachers according to the revised Nuri course in the next year.