보육실습 대학교재 내용 분석

Abstract

Objectives The purposes of this study is to analyze ‘childcare practice’ university textbooks and provide them as basic data for writing university textbooks to strengthen the expertise of prospective childcare teachers.
 Methods To this end, a total of 19 books of childcare practice university textbooks published from August 2016 to February 2023, when the qualification standards for childcare teachers were revised, were collected. The collected textbooks were analyzed by subject matter and sub-subject of university textbooks by compared using a taxonomic system analysis. In addition, before and after the 2019 revised Nuri curriculum was compared and analyzed to see if the philosophy of the current curriculum was reflected. The analysis data was analyzed with frequency using the Excel program.
 Results First, the contents of childcare practice university textbooks were “preparation for childcare practice,” “basic contents for childcare practice,” “implementation of childcare practice (6 weeks), ”evaluation of childcare practice,” “follow-up management of childcare practice,” and “other.” Second, in the content of each textbook, the proportion of the content of each textbook was very different. Third, the frequency of content changed before and after the 2019 revised Nuri curriculum. In particular, it was confirmed that the content of play, play support, and observation emphasized in the revised Nuri curriculum increased.
 Conclusions Through these results, the basic foundation was laid for presenting the direction of writing university textbooks for childcare practice subjects.