영유아기 자녀를 둔 어머니의 유보통합에 대한 인식과 요구

Abstract

Objectives This study aims to examine the perception and demand of mothers with infants and toddlers living in Hwaseong City for reservation integration. Through this, we intend to reflect the proposed opinion so that the integration of reservations becomes a policy that can prioritize the rights and interests of infants and toddlers.
 Methods A survey of 314 mothers with infants and toddlers living in Hwaseong was conducted to find out the recognition and necessity of reservation integration, the operating system, teachers, curriculum, and the state's demands. In addition, interviews with six mothers were conducted to analyze the statistics of the collected survey results and to find out in-depth the specific perceptions and needs of the questionnaire question and answer results.
 Results Mothers in Hwaseong were more likely to recognize the need for reservation integration “to provide quality education,” but were not well aware of the reservation integration policy. The new reserved integrated institution expressed conflicting demands, such as encouraging specialized private institutions that reflect parents' needs as much as possible and converting them to national and public institutions, and raised concerns about inequality in infant education due to qualifications between kindergarten teachers and childcare teachers, and teacher training institutions. Additionally, the need to develop an integrated curriculum for children aged 0 to 5, establish a communication channel with parents through the Internet and SNS to promote reservation integration, and create a child-friendly social foundation that can balance work and family were expected to increase learning for children attending daycare centers.
 Conclusions First, the government should provide detailed guidelines and specific information on the reservation integration policy to parents, and actively promote reservation integration to address the concerns of parents who are skeptical. Second, it can be seen that various educational measures are needed to absorb the demand for private education into public education due to the nature of mothers who want the best education for their children. Third, specific implementation guidelines for the unification of qualifications and teacher training system of kindergarten teachers and childcare teachers should be prepared to address concerns that the quality of teachers will be lowered when reservation integration is implemented. Fourth, It is necessary to develop an integrated curriculum for 0-5 years old suitable for the development of infants and strengthen elementary school-linked education. Fifth, it is necessary to examine the rights and interests of children by creating a child-friendly social class that can be compatible with family and work and setting up various communication channels to look at reserved integration through a child-centered approach.