유보통합 정책에 대한 영유아교사의 인식과 요구에 관한 질적 연구

Abstract

This study attempted to provide basic data for the stable realization of the development of the infant, children, and elementary school curriculum through in-depth analysis of the perceptions and demands of early childhood teachers regarding the linkage of the infant, children, and elementary school curriculum within the integrated kindergarten policy. For this purpose, eight teachers who knew about the kindergarten and daycare integration policy and had experience connecting standard childcare courses, Nuri courses, and elementary schools at kindergartens and daycare centers were selected as research subjects. The focus group interview method was applied as a data collection method, and group interviews were conducted for about 2 hours with 4 people in Team A and 4 in Team B. The collected data underwent a process of deriving meaning from the array information organized in tables, and qualitative research validity criteria were used to increase reliability and validity. As a result of the study, it was confirmed that although there was a high awareness of the need for curriculum linkage, a procedure that sufficiently reflects the opinions of early childhood teachers and academics was needed in policy implementation. In addition, there is a need to diagnose the current curriculum and to adopt a mixed operation method of play-centered and teacher-centered methods. In addition, detailed guidelines for teachers should be developed and the teams of the relevant ministries should be integrated accordingly. It was also suggested to utilize various educational media such as artificial intelligence (AI) when developing curriculum.