Abstract
The author explored the pedagogical content knowledge about early citizenship education (ECE) through individual interviews with 54 Korean early childhood teachers. The results demonstrated that teachers frequently prepare young children for citizenship by using community-based rather than individualized goals. Furthermore, the majority cited knowledge related to a sustainable society, communal relationship-oriented values, and interpersonal skills to develop positive relationships as important content areas for ECE. The research identified the participants’ conceptions of citizenship with regard to their national identity as Koreans. Moreover, the pedagogical possibilities in transforming early childhood education to achieve a global citizen identity were discussed.
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