Equal access to early childhood education in South Korea using the Geographic Information System

This chapter discusses the state of early childhood education in South Korea and addresses socio-historical factors that have contributed to the development of early childhood education in the Korean context. It highlights conceptual frameworks on the cultural values and practices within families that have influenced the growth of early childhood education in Korea. The chapter discusses common curricular models and approaches to early childhood education in Korea, drawing on research studies to illustrate best practices and assessment of programmatic goals. It discusses early childhood teacher training programs and provides policy implications and future directions that are relevant to early childhood development and education, and early childhood teacher training. The chapter compares and contrasts preservice teacher training programs and in-service teacher professional development opportunities for early childhood teachers. It considers several approaches that could further benefit the creation, implementation, and maintenance of Korean early childhood education and care programs.

This study aims to look at the extent to which the parents perception of the importance of early childhood education (ECD) in Pasar Rebo. Subjects were 105 parents of children aged 3-6 years, both of which have got in early childhood education services or who have not received services in early childhood education or early childhood education service of others. This study uses a quantitative approach and the data collection methods used are questionnaires through the distribution of scores perception of parents using standard deviation formula. The results showed that parents' perceptions of the importance of early childhood education is very important category, 24%, 28% important, 48% fairly important, not important 0%, and 0% very important. The results of these studies indicate that parents do not fully understand that early childhood education is important as an important foundation of individual life in the future. Perception can direct the attitudes and behavior of parents so that when the perception of parents on the importance of positive early childhood education, parenting can be carried out in accordance with the stages of its development.

Purpose This chapter provides a historical overview of policies on higher education in South Korea since 1945 and illustrates growth of science production based on expansion of higher education.

This article discusses the importance of early childhood education and its relationship with society. Challenges such as access to education and lack of knowledge among parents are discussed. The role of the community in supporting early childhood education is emphasized, including providing a conducive environment and material support. Factors such as economic status, cultural beliefs, and social status can influence the relationship between education and society. This article concludes that quality education and a supportive community are essential for optimal development of children, especially in early childhood education. The purpose of this research is to discuss the importance of early childhood education and its relationship with society, as well as challenges and the role of society in supporting early childhood education. Some of the main issues discussed in the research are: 1. The importance of early childhood education and its role in child development. 2. Challenges in accessing early childhood education, such as access and lack of knowledge among parents. 3. The role of the community in supporting early childhood education, including providing a conducive environment and material support. 4. Factors influencing the relationship between education and society, such as economic status, cultural beliefs, and social status. 5. Efforts to increase public awareness about the importance of early childhood education and ensure that all children have access to quality education.
 Keywords: early childhood education, community, education policy

본 연구는 남 · 북한 유아교육과정을 비교 분석하여 통일대비 유아교육과정의 방향성 정립과 통합을 위한 시사점을 제시하는데 그 목적이 있다. 남 · 북한 유아교육과정 비교는 4가지 비교준거, 즉 유아교육목표, 유아교육과정 영역 및 일과 운영, 교수 · 학습방법, 평가의 측면에서 이루어졌다. 연구결과 남 · 북한 교육이념의 차이로 인해 다양한 영역에서 유사점보다는 차이점을 보였으며, 통일대비 유아교육과정 정립을 위해 다음과 같은 시사점을 도출하였다. 첫째, 남 · 북한 유아교육과정에서의 통합을 이루기 위해서는 교육의 고유한 기능과 목적을 반영한 새로운 교육이념 정립이 필요하다. 둘째, 남 · 북한 유아교육과정 영역 및 일과운영 비교에서 가장 차이를 보인 영역은 정치사상교육으로, 통일 후 정치사상교육을 통해 공고히 형성된 북한의 정치사상의식을 극복할 방안이 마련되어야 할 것이다. 셋째, 통일대비 남 · 북한 유아교육과정의 통합을 위해서는 유아교육과정에명시된 유아교육관련 용어정리 및 표준화작업이 이루어져야 할 것이다. 결론적으로 통일대비 남 · 북한 유아교육과정 비교에서 유사점을 보이는 영역부터 점진적인 통합을 시도하는 것이 필요하며, 남 · 북한 간 상호교류를 통해 이질성 극복을 위한 노력이 지속적으로 이루어져야 할 것이다.This study was conducted to compare and analyze the curriculum of early childhood education in South Korea and North Korea in order to establish the direction of early childhood curriculum. Based on this, the purpose of the study is to propose educational alternatives for possible integration. The comparison of North and South Korean early childhood education curriculum was conducted in terms of educational goals, early childhood curriculum area and daily management, teaching and learning methods, and assesment. As a result of the study, there were more differences found than similarities in various areas due to differences in the educational philosophy between South and North Korea, and the following implications were drawn. First, in order to integrate North and South Korea’s early childhood curriculum, a new educational ideology that reflects the unique function and purpose of education should be established first, and specific curriculum and contents should be developed accordingly. Second, the most significant difference in the content and operation of North and South Korean early childhood education curriculum is political ideology education, which is the most important content of the North Korean early childhood education course. Third, in order to integrate the South and North Korea early childhood education curriculum in preparation for unification, it is necessary to organize and standardize the terms related to early childhood education in order to unify them. In order to do this, it is necessary to try to integrate them gradually starting from areas showing similarities, and to endeavor to overcome discrepancies through mutual exchange between South and North Korea.

Early Childhood Education (ECE) in India is a relatively new concept and has been gaining popularity in recent years. It is based on the belief that a child's formative years are the most important for his/her development. The focus of ECE in India is to provide children with a holistic, meaningful, and holistic learning experience. This experience is achieved through interactive, play-based activities that help the child to explore the world around them and develop their cognitive, social, emotional, and physical skills. In India, the Ministry of Education has been spearheading efforts to promote ECE. They have launched several initiatives and schemes such as the New Education Policy and the National Early Childhood Care and Education Scheme (NECCES) to promote access to ECE services. The government also provides financial assistance to schools, NGOs, and private institutions to open and run ECE centers. To ensure quality ECE, the government has drafted guidelines and regulations for ECE centers. These include standards for teacher qualifications, curriculum and assessment, physical infrastructure and environment, and safety and health standards. The government has also set up an accreditation system for ECE centers to recognize quality and ensure accountability. In addition to government initiatives, there are a number of NGOs, private institutions, and corporate organizations that are making efforts to promote ECE in India. These organizations are working to provide access to quality ECE and to raise awareness about the importance of early childhood education. Jammu and Kashmir have long been at the forefront of Early Childhood Education (ECE) in India.

BackgroundThe number of North Korean defectors (NKDs) escaping to South Korea has increased. The health status of NKDs is an essential factor for a successful settlement into South Korean society. However, no studies have been conducted on the health status of NKDs in terms of education and social support. The aim of this study was to determine the associations of education and social support with the self-rated health status among NKDs.MethodsThis study utilized data gained from face-to-face interviews with 126 NKDs. A multivariable logistic regression and path analysis were performed to assess the effects of education in South Korea and social support on their self-rated health status and to explore the complex relationships between direct and indirect effects of the variables.ResultsNKDs who did not experience regular education in South Korea responded that they were in poor health compared to their counterpart (OR = 5.78). Although a direct association between education in South Korea and self-rated health was not shown, there was an indirect path from education in South Korea to self-rated health through social support.ConclusionsParticipation in regular education in South Korea is important for the health status of NKDs. Moreover, social support has an important role in the association between education and self-rated health. Social policies and NKD assistance programs should consider and reflect the combination of education and social support interventions relevant to the health status of NKDs.

This article examines the relevance of postcolonialism in early childhood education, with special reference to the kindergarten education system of South Korea. Most of the research on Korean kindergarten education has conceptualized it as preparing children for their later schooling and helping them learn the moral and social values most desired by society. In order to problematize such a monolithic conceptualization of kindergarten education, this article intends to reconceptualize it by analysing Korean kindergarten education in the context of its postcolonial condition. Using a postcolonial framework and Foucault's concepts of power and discourse, this article provides significant insights into reclaiming kindergarten education as a historical, cultural, and discursive product. With a specific focus on different conceptions of “readiness” as an example, how kindergarten education in Korea has become hybrid through postcolonial experiences is further elaborated.

Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.

The importance of early childhood education as the process for building strong foundation for children’s further learning has been supported by scientific research. Currently, countries in Africa are incorporating early childhood development and education into their country development and policy plans. This study explored the post-war early childhood development through a critical ethnographic case study in order to identify and critically analyse the facilitators and barriers to early childhood development and education in Sierra Leone. A Bourdieuian theorization and analysis identified three main themes namely: Childhood Narratives, Values and Education and The Future. The themes contextualize the realities of childhood on the ground in Sierra Leone, revealing that despite how much children are valued they are rarely protected from the hardships of daily life. The study exposes the kind of structural constraints children, teachers, and families experience but at the same time, possibilities can be found in the form of agency, social action, and global as well as local educational initiatives for the advancement of early childhood education. Based on these findings, the study provides theoretical, policy and practical recommendations to bring about immediate transformation in early childhood development and education in this country.

The importance of early childhood education has now become the major focus of policy-making in national development agendas in many advanced and majority of poor economies. This push is based on overwhelming research evidence that quality early education builds strong foundation for further learning and reduces economic and social inequalities (Heckman JJ, Investing in disadvantaged young children is an economically efficient policy. Paper presented at the Committee for Economic Development, New York. Retrieved April 16, 2016, from http://jenni.uchicago.edu/Australia/invest-disadv_2005-12-22_247pm_awb.pdf, 2006; Heckman JJ, Moon SH, Pinto R, Savelyev P, Yavitz A, A new cost-benefit and rate of return analysis for the Perry preschool program: a summary, working paper. Retrieved from http://www.nber.org/papers/w16180.pdf, 2010). In Sierra Leone in West Africa, early childhood education is at an embryonic stage, and there are many issues that have impacted on its lack of advancement. This chapter explores the nature of early childhood development and education by focusing on the barriers and possibilities and to place it in center stage in the postwar reconstruction of Sierra Leone. This chapter argued that in a country influenced by a past, present, and future landscape; indigenous tradition; and postcolonial history, a post-conflict recovery can neither ignore early childhood education nor relegate it to the lower end of policy-making in the quest for economic development and national stability.

Social work education in South Korea has significantly advanced since 1947. However, the Fourth Industrial Revolution and COVID-19 have significantly altered contemporary Korean social work education. Therefore, the current study aims to provide an overview of the state of social work education in South Korea. Based on Posner’s curriculum analysis theory, this study analyzed 1) the history and characteristics, 2) education curriculum, 3) institutional system, and 4) criticism of social work education in South Korea. Consequently, the present study found limited response to the Fourth Industrial Revolution and COVID-19 including the development of emerging subjects (e.g. Social Welfare and Big Data), from universities. This study also confirmed that the non-face-to-face practicum arrangements due to COVID-19 are temporary and ineffective. Additionally, we noted a lack of development in high-quality non-face-to-face or virtual reality-based field practicums from a long-term perspective. Furthermore, the present study highlights the need to integrate social work education (e.g. theory with practice and practice with policy), improve curriculum and quality control (e.g. prevent the indiscreet expansion of educational institutions and the mass production of social work licensing), and respond promptly and effectively to emerging social needs (e.g. diversity).

The research aims to analyze the dynamics of early childhood education, implementation of early childhood education, supporting and inhibiting factors for the implementation of early childhood education and the solution from the perspective of Islamic education. This research uses a qualitative approach with a case study type. The result is that the implementation of PAUD in the city of Palopo is carried out according to the rules. The quantity and quality are inadequate, due to a lack of facilities and infrastructure as well as teaching staff. Problems with implementing early childhood education in the city of Palopo include: Many parents of students still do not understand the importance of early childhood education, parents of students do not understand informal, non-formal and formal education, teachers who teach in PAUD institutions do not meet the qualifications academics, and scientific disciplines, the government's attention to the importance of early childhood education is still low. The solutions offered are: providing parents with an understanding of the importance of Early Childhood Education for child development, the need to increase the qualifications and competence of human resources in early childhood education institutions, and increase government involvement in the management of Early Childhood Education institutions. Keyword: Implementation, PAUD, Islamic Education

This study analyzed trends in domestic research papers utilizing grounded theory in early childhood education and explored their characteristics. A total of 74 papers published in academic journals in the field of education in South Korea were identified and analyzed through searches on Google Scholar, Dbpia, RISS, and the integrated search engine of University A. The study investigated the publication periods, research subjects, and topics of early childhood education studies that utilized grounded theory methodology. Additionally, it analyzed the characteristics of the research methods and how the research findings were presented. Through a review of qualitative research methodologies centered on grounded theory in early childhood education, the study aimed to explore the developmental directions of grounded theory research based on an understanding of paradigms rooted in ontology, epistemology, and methodology. The research findings were discussed as follows:: First, there are notable similarities with studies in other disciplines that utilize grounded theory, particularly in terms of the timing of research growth and the methodological emphasis on data collection through interviews with adult participants. Second, regardless of the research questions, there is a typical tendency to present the data analysis process itself as a key research outcome. Third, grounded theory is frequently employed as a tool for exploring processes. Lastly, the study highlighted the emerging characteristics of constructivist grounded theory in early childhood education research, emphasizing its phenomenological and hermeneutic approach. Based on these findings, the study provided suggestions for applying grounded theory methodology in early childhood education research.

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.