유·초 연계교육의 국내 실천 동향 분석

Abstract

This study was conducted to examine the domestic practicing trends of continuity between preschool and elementary education, and to confirm what future tasks will be for leum education in the future. The subjects of this study are 56 cases of continuity between preschool and elementary education practices for young children, and supporting teachers and parents on continuity between preschool and elementary education. In this study, the text presented in the analysis data was examined using the content analysis method, and then the frequency by category was calculated and cases were analyzed. As a result of the study, first, “continuity between preschool and elementary education practices through curriculum implementation” was the most common with 66 times, and relatively the least with 0 training for childcare teachers, 0 conference for childcare teachers, and 1 conference for parents. Second, in terms of curriculum implementation, continuity between preschool and elementary education provides an opportunity for young children to explore elementary schools on their own, but most of them are one-time experience activities, and literacy and learning were also emphasized from the perspective of learning readiness. In terms of strengthening teachers and parents' capabilities, continuity between preschool and elementary education focuses on understanding the curriculum, and the conference was primarily centered on kindergarten teachers or was conducted as a one-time meeting between parents before and after school. In terms of creating an educational environment, continuity between preschool and elementary education formed a common space and a play space in the classroom of the first grade of elementary school and opened a new integrated school, but there were few attempts to link it with existing private kindergartens and daycare centers. Through the results, the study suggests the implementation of continuity between preschool and elementary education that reflects the subjectivity of young children, and the discovery of cases of continuity between preschool and elementary education that utilize community resources and support various young children's characteristics.