Nuri Curriculum Research Articles

디지털기기를 활용한 가정연계 자연체험활동이 유아의 환경보전태도 및 창의성에 미치는 영향

The purpose of this study is to verify the effects of home-linked nature experiences using digital devices on the environmental conservation attitudes and creativity of 3-year-old children. A total of 26 randomly selected children from an A workplace daycare center in Gyeonggi Province were assigned to either an experimental group (13 children from A Daycare Center) or a comparison group (13 children from B Daycare Center). The experimental treatment was conducted twice a week for 8 weeks from April 15, 2024, to June 7, 2024. The experimental group participated in home-linked nature-based activities using digital devices, while the comparison group engaged in thematic activities from the Nuri curriculum. Data were analyzed using t-tests (SPSS/WIN 25.0) to compare the pre- and post-scores of the experimental and comparison groups. The results were as follows: First, the experimental group showed significant improvements in environmental conservation attitudes and all sub-variables compared to the comparison group. Second, the experimental group also showed significant gains in creativity compared to the comparison group. This study is meaningful in that it verifies the positive effects of home-linked nature-based activities using digital devices on fostering environmental conservation attitudes and creativity, offering implications for early childhood education.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

자연생태 기반 STEAM 교육에서 유아가 경험한 행복의 의미

Objectives The purpose of this study is to examine the experiences of infants through natural ecology-based STEAM education using narrative inquiry, and to understand the meaning of happiness experienced by infants through natural ecology-based STEAM education. Methods A total of six children from 3-year-old K class at G daycare center located in I city, and three children and three girls were selected as participants in the study. Data collection will be conducted 30 times for 9 weeks from August 1, 2022 to September 30, 2022, before the interview on July 29, and after the interview on February 10, 2023 Field texts (interviews, field notes, research journals, observation data, memory boxes) were collected by data methods. Data analysis was Clandinin in accordance with the procedures of narrative exploration through participatory observation, a qualitative research method, from September 30, 2022 to October 30, 2023 & Connelly's five steps were analyzed in consideration of the narrative inquiry research procedure and the three-di-mensional inquiry space. Results Children's experiences in natural ecology-based STEAM education include ‘we (time) at a certain point’ and ‘me and you, I'll hit.’, ‘It appeared as a story (sociality)’ and ‘a place (place) where you’ and ‘I faced each other’, and it was experienced by young children through natural ecology-based STEAM education. The meaning of hap-piness was ‘Lalala heart! (positive/emotional)’, ‘one cross! (immersive/achievement)’, and ‘We fell in love! (relationship/meaning)’. Conclusions Based on the results of this study, we propose the development of STEAM education based on the natural ecology of infants and how the meaning of happiness experienced by infants in STEAM education should be fused with the 2019 revised Nuri curriculum and the center of play.

유·초 이음교육의 새로운 방향성 탐색

The purpose of this study is to suggest a new direction for preschool-elementary transition education. Recently, there has been growing interest in preschool-elementary transition education, as the 2019 revised Nuri Curriculum and the 2022 revised Elementary Education Curriculum emphasize connectivity between educational institutions, and the number of pilot kindergartens implementing transition semesters is gradually increasing nationwide. In this context, this study analyzed the limitations of current transition education and explored ways to improve it. As a result of the study, it was confirmed that the target of preschool and elementary education should be expanded from 5 years old to all ages, and that the focus should be on improving the current quality of life of young children rather than preparing for elementary school. In addition, it was suggested that young children should be recognized as agents of action and that coexistence should be pursued while respecting the differences between early childhood education and elementary education. To this end, it is necessary to strengthen cooperative relationships in the educational community, and find ways to connect education that can be implemented at the level of early childhood education institutions even under realistic constraints. This study is significant in that it provides a theoretical foundation for a comprehensive and continuous child-centered approach to transition education and presents practical measures for implementation.

놀이중심 교육과정의 놀이기록에서 전문적 시각으로 살펴본 교사의 PCK

Objectives This study aims to explore the Pedagogical Content Knowledge (PCK) of teachers in the context of play-based early childhood education. The focus is on how teachers observe, document, and support play activities in educational settings that demand a high level of professional expertise. By analyzing teachers' play documentation from a professional vision perspective, the study seeks to identify what aspects teachers focus on during play situations and how their PCK is manifested. Methods This study analyzed 19 play documentation cases from the 2019 revised Nuri Curriculum to examine teachers' selective attention and knowledge-based reasoning. The analysis of selective attention focused on the specific elements of play that teachers observed, the aspects of children they concentrated on, the areas they emphasized to support and suggest during play, and the experiences and learnings they highlighted. For knowledge-based reasoning, the study assessed teachers' inferential actions based on observational evidence, their professional knowledge, and educational theories. Results First, the analysis revealed that teachers focused on the transformation of play through chance encounters and on all the relationships children form. Second, in the interplay of play and activities, the teachers' PCK was evident in their attuned listening to children's language and behavior while implementing their educational plans, as well as their pedagogical PCK in responding spontaneously to children's needs and supporting their learning. Conclusions The examination of teachers' PCK in play documentation indicated that it is an intertwining of educational knowledge, contextual (practical) knowledge, and knowledge about children. This results in the manifestation of PCK through planning, observation, support, and interpretation by teachers. The study highlighted the importance of teachers’ roles in implementing a play-based curriculum that aims to deepen, expand, and reorganize educational content and experiences to promote higher levels of learning and support.

유치원 교육과정 예술관련 영역의 구성, 목표, 내용의 변화 탐색

The purpose of this study is to examine the evolution of the structure, goals, and content in the area of aesthetic art in the kindergarten curriculum by analyzing the respective curricula and guidebooks from the 1st Kindergarten Curriculum (1969) to the 2019 revised Nuri Curriculum. The names and characteristics of the area of aesthetic art have evolved with the demands of the times and educational contexts, transitioning from ‘Art and Music’ to ‘Social and Emotional Development,’ ‘Emotional Development,’ ‘Expressive Life,’ and ‘Art Experience.’ The primary goals of art education have consistently emphasized ‘aesthetic sensibility’ and ‘creativity’ across all curricula, with additional goals such as emotional development, basic skills, and the exploration of artistic elements being incorporated over time. In terms of content, ‘exploration’ was included in the content categories starting from the 6th curriculum. ‘Expression,’ initially focused on music, art, and movement, gradually expanded to encompass literature and dramatic play, eventually emphasizing ‘integrated’ expression from the 6th curriculum onwards. ‘Appreciation’ similarly broadened from traditional art fields to include nature and objects, with a recent focus on fostering an appreciation attitude as a key content area.

음악교육가들의 교육내용을 반영한 음악 교수내용지식에 따른 유아 음악교육 대학교재 분석: Orff, Dalcroze, Kodály를 중심으로

Objectives The purposes of this study were to analyze university textbooks in early childhood music education utilized within early childhood teacher training courses, according to the music pedagogical content knowledge that reflects the educational content of music educators. Methods For this study, seven early childhood music education university textbooks suitable for research were selected as the research subjects. Next, these textbooks were analyzed and categorized into music pedagogical content knowledge domains: subject content, teaching and learning methods, curriculum, and learner knowledge. The results were presented. Results First, the analysis of the subject content knowledge revealed that there is a noticeable deficiency in content related to traditional Korean music in the textbook. Second, the analysis of the teaching and learning method knowledge in the textbook showed that the included plans for early childhood music activities predominantly focus on music appreciation and activities following the principle of gradual deepening. Activities such as singing with inner hearing, harmony-linked activities, and singing by note or scale are less frequently presented. Third, upon analyzing the curriculum knowledge within the textbooks, the music education content linked to the Nuri curriculum is presented more frequently on average than the content linked to the standard child care curriculum. Fourth, as a result of analyzing the knowledge of leaners in the textbook, the target age for the included plans for early childhood music activities tended to center around young children or toddler-young children integration. Conclusions The significance of this study lies in its proposals for future enhancements and revisions of university textbooks for early childhood music education.

유아교사의 유아 미디어조절력 교육에 대한 인식 및 요구

Objectives The purpose of this study was to examine early childhood teachers' awareness and needs for early childhood media regulation education as the first step to establish the foundation for early childhood media regulation education. Methods To achieve this objective, survey was conducted on 248 early childhood teachers working in 20 public kindergartens located in B city, SPSS 25.0 program was used to analyze frequency and percentage. Results The results of examining the frequency and percentage of early childhood teachers' awareness and needs for early childhood media regulation education according to demographic characteristics are as follows. First, the degree of awareness of media regulation was shown to be high, media addiction was the highest among the problems caused by the lack of media regulation, and more than half of parents had experienced with parental counseling for this. Next, most of them considered the possibility of the connection with the revised Nuri Curriculum to be possible with the demand for media control education, with the curriculum link to physical exercise and health and daily life tools for the daily life topic. The educational goal is to develop the ability to control and use media activities within an appropriate realm under given situation. The educational content showed a high level of media execution ability. The teaching-learning method was a problem-solving learning, and the educational evaluation was an evaluation of children's development through observation. Conclusions The results of these research will be able to provide practical and various materials for education of media control skills in children in the future.

통합학급 유아교사의 2019 개정 누리과정 운영 경험

통합학급 유아교사의 2019 개정 누리과정 운영 경험

개정 누리과정 실행 및 실천 연구에 대한 내용 탐구

The purpose of this study is to explore research on the implementation and practice of the 2019 revised Nuri Curriculum and investigate ways to implement the curriculum based on the results of this study. For this purpose, the contents of 55 studies related to the implementation and practice of the 2019 revised Nuri Curriculum studied between 2019 and 2023 were analyzed. As a result, three content characteristics of the revised Nuri Curriculum implementation and practice research emerged. Firstly, it is implemented in a direction centered on children and play, supporting children's initiative, and pursuing teacher autonomy. Based on these research results, it was suggested that there is a need to pursue a direction for the future curriculum implementation to include understanding curriculum performance through educational practice, understanding and supporting children's learning, and providing an educational environment in which teachers' autonomy can be expressed thoroughly.

자연물을 활용한 음률 활동이 유아의 정서지능과 환경친화적 태도에 미치는 영향

The purpose of this study is to investigate the effects of music and movement activities using natural objects on young children’s emotional intelligence and eco-friendly attitudes. This study conducted experimental research targeting 15 five-year-old children at N daycare center (experimental group) and 15 five-year-old children at H daycare center (comparative group) in Gwangju metropolitan city. The experimental group participated in music and movement activities using natural objects, and comparative group in music and movement activities according to the life themes of Nuri curriculum. As a result of study, the scores of the experimental group in emotional intelligence and eco-friendly attitudes were significantly improved compared to those of the comparative group. In the analysis of the difference between the pre-post average of the experimental group, emotional intelligence and eco-friendly attitudes were significantly improved. That is to say, music and movement activities using natural objects have a positive effect on young children’s emotional intelligence and eco-friendly attitudes. Therefore, this study is meaningful in presenting effective teaching-learning activities for improving young children’s emotional intelligence and eco-friendly attitudes by demonstrating the educational effects of music and movement activities using natural objects.

텍스트 마이닝을 활용한 국가수준 유치원 교육과정 분석

This study aims to examine the changes in the national kindergarten curriculum text through text mining. Semantic network analysis using R was employed for this purpose, yielding the following results. Firstly, consistently High-centrality keywords from the 1st kindergarten curriculum of the 2019 revised Nuri Curriculum were ‘child’ and ‘curriculum,’ with ‘kindergarten,’ ‘operation,’ and ‘development’ also showing general centrality. Secondly, keywords reflecting differences in centrality emphasized in each curriculum period included ‘community,’ ‘play,’ ‘welfare,’ ‘construction,’ and ‘parents.’ The keyword ‘community’ showed High-Centrality in the 1st, 5th, and 6th kindergarten curricula and the 2007 revised kindergarten curriculum. The keywords ‘welfare’ and ‘construction’ displayed High-Centrality in the 3rd kindergarten curriculum. Additionally, the keyword ‘play’ showed High-Centrality in the 2019 revised Nuri Curriculum, and the keyword ‘parents’ showed High-Centrality in the 6th and 2007 revised kindergarten curricula. This study offers implications for future revisions of the early childhood curriculum as a theoretical reference.

문화재를 활용한 유아 전통문화예술 활동이 전통문화 인지 및 선호도와 또래 상호작용에 미치는 영향

The purpose of this study was to investigate the effects of early childhood traditional culture and arts activities using cultural properties on the recognition and preference of early childhood traditional culture and peer interaction This study examined 46 five-year-old children located at “D” kindergarten in Daegu Metropolitan City. Of the 46 children, 23 children were placed in the experimental group and 23 children in the control group. The experimental group participated in early childhood traditional culture and arts activities using cultural properties twice a week for a total of 16 times for nine weeks while the control group participated in traditional culture activities based on the revised Nuri curriculum. The instrument of recognition and preference of traditional culture developed by Jeon (2003), supplemented and amended by Kim (2012), was used to measure the recognition and preference of traditional culture. This study applied the Penn Interactive Peer Play Scale (PIPPS) created by Fantuzzo and others. (1995) as an object of domestic early childhood by Choi and Shin (2008). The collected data in this study were analyzed using Analysis of Covariance (ANCOVA). Results from this study indicated the followings: First, for the early childhood traditional culture and arts activities using cultural properties, the experimental group had statistically significant effects on the improvement of recognition and preference of traditional culture, specifically within the categories of clothing life, food life, shelter life, traditional arts, cultural property, and traditional play such as folk games compared with the control group. Second, for the early childhood traditional culture and arts activities using the cultural properties, the experimental group had statistically significant effects on positive interaction and play disturbance compared with the control group. In conclusion, results from this study emphasize that early childhood traditional culture and arts activities using cultural properties are effective in improving the recognition and preference of early childhood traditional culture and peer interaction.

자연 친화 실내외놀이를 통한 유아교사의 ‘자기되기’ 그리고 ‘교사되기’

This study was commenced as an attempt to illuminate the relationship between children’s play patterns and teachers’ personal lives in nature-friendly play by the revised Nuri Curriculum based on Deleuze’s philosophical perspective. The research had been conducted for three years from 2022 with a teacher with 10 years of experience and 5 year-old children in a private kindergarten located in S city. The researcher observed the development of children’s play patterns and conducted observations and interviews with the teacher. This study was also intended to explore how indoor and outdoor play spaces are formed and evolved in creation and extinction, focusing on the flexibility of children’s play and the teacher-child interactions. The basic data including teachers' reflective journals, play videos, teacher interviews, and anecdotal record were analyzed through the post-qualification research method. As the result of this study, the life history and beliefs of a teacher as well as her thoughts based on educational philosophy were found to have a vivid effect on teacher’s flexibility and nomadic characteristics in children’s play. This result is considered to be very significant in exploring the teachers’ attitudes and support required in children’s free and creative play that the revised Nuri Curriculum aims for.

한국, 핀란드, 노르웨이 교육과정 내 유아사회교육 내용 비교·분석

Objectives This study compared and analyzed the content of social studies in early childhood education within the 2019 Revised Nuri Curriculum and the national curricula of Finland and Norway to explore implications for the content of social studies in Korea. Methods The contents of social studies in early childhood education were extracted from the Nuri Curriculum, Finland's National Core Curriculum for early childhood education and care and Norway's Framework Plan for kindergartens. Each curriculum’s the contents of social studies were compared and analyzed based on the categories of social studies in early childhood education, social education curriculum topics from the American Social Education Association, and learning areas, categories, and contents. Results The contents of social studies in early childhood education can be connected and integrated to a broader range of learning areas. Among the social science knowledge, economics and history can also be included in the curriculum. Self-awareness and self-respect, ethical thinking and philosophical questions, diversity issues, justice or fairness, critical perspectives, and practices and participation in the community will allow the scope and depth of the social studies in early childhood education. Conclusions In comparison with Finland and Norway with a social pedagogy approach, a more integrated interdisciplinary approach to the social studies in early childhood education, balance between social development and social science knowledge, encouragement of young children's thinking processes, and active awareness of diversity, justice and fairness, and practice and participation are needed.

The Operational Status and Perception of Early Childhood Teacher on Young Children’s Physical Activity Based on the 2019 Revised Nuri Curriculum

The Operational Status and Perception of Early Childhood Teacher on Young Children’s Physical Activity Based on the 2019 Revised Nuri Curriculum

Effects of Forest Activities on Sleep and Problematic Behaviors in Young Children

Background and objective: This study aims to determine the effects of forest activities, such as forest meditation and forest experience, on young children's sleep and problematic behaviors and to compare the changes that occur according to the type of forest activity.Methods: Fifty-nine five-year-old children from early childhood education institutions in Cheongju City, Korea, participated. The experiment took place over five weeks between May 3 and 31, 2022. Activities were conducted twice a week for a total of eight sessions. The forest meditation and forest experience groups carried out activities in the forest. The control group carried out thematic activities according to the Nuri curriculum followed by early childhood education institutions. The Korean version of the Children's Sleep Habits Questionnaire was used to assess the participants' sleep duration and sleep habits, and the Korean Child Behavior Checklist for Ages 1.5-5 was used to assess problematic behaviors.Results: We found a statistically significant increase in the average sleep duration of the children in the meditation group, as well as a statistically significant decrease in their total sleep habits score and the scores of the bedtime resistance, sleep onset delay, and sleep anxiety subdomains of sleep habits. A statistically significant decrease was observed in the forest experience group's scores for total problematic behaviors and internalizing problems. We also found a statistically significant positive correlation between sleep habits and problematic behaviors.Conclusion: These findings demonstrate that static activities, such as forest meditation activities, increase sleep duration and improve sleep habits, while dynamic activities, such as forest experience activities, improve problematic behaviors and internalizing problems. Providing specific programs that appropriately utilize static and dynamic forest activities can help improve sleep and problematic behaviors in young children.

LT협동활동을 기반한 유아 디지털놀이 프로그램이 유아의 놀이성에 미치는 영향

Objectives The purpose of this study is to examine the impact of a digital play program based on LT cooperative learning (Learning Together) on children's playfulness.
 Methods To this end, we conducted a literature review and data collection according to the ADDIE model, and derived content and developed a program to utilize a digital play program based on LT cooperative learning. An experimental study was conducted for 5 weeks from June to July 2022 on 22 children in two classes of 5-year-olds at A Public Kindergarten and B Public Kindergarten located in E City, Gyeonggi-do.
 Results This program attempted to reconstruct the curriculum by linking physical computing educational activities and unplugged activities as digital play for children with the 2019 revised Nuri curriculum, and verified the positive effect of the developed program on children's playfulness.
 Conclusions The results of this study suggest a digital play program based on LT cooperative learning (Learning Together) as a model for integrating curriculum and digital play. In the future, it can be used as a curriculum development material for digital play operation for post-digital generation children in early childhood education fields.

누리과정 연계 언플러그드 코딩 프로그램 개발 및 효과

The purpose of this study is to develop a coding program linked to the Revised Nuri Curriculum and verify its effects on children's creative thinking, learning-related social skills, and logical-mathematical intelligence. In order to achieve this goal, the effectiveness was verified through the steps of establishing the program goal, primary development of the program and modification and supplementation after field application, pre-testing, implementation of an unplugged coding program linked to the Nuri Curriculum for 5-year-old children, and post-testing. The developed program was used to conduct the study, which was carried out for 4 months at J Kindergarten in Hwaseong, where the children of the age of the study subject belong. One of the classes was assigned as the experimental group, and the other as the control group. Collected data from pre and post treatment were statistically analyzed by using covariance(ANCOVA) with SPSS WIN 22.0 program. The result showed that the coding program developed in this research has a positive impact on creative thinking, learning-related social skills, and logical-mathematical intelligence of children. The program built in this study provided meaningful implications for applying and realizing coding education in early childhood education.

「2019 개정 누리과정」실행에 따른 장애 영유아 보육교사의 놀이 지원 경험에 관한 근거이론 접근

「2019 개정 누리과정」실행에 따른 장애 영유아 보육교사의 놀이 지원 경험에 관한 근거이론 접근