만 3~4세 보육교사의 누리과정에 대한 인식, 실행수준 및 만족도: 경기도 내 어린이집을 중심으로
The Satisfaction, Level of Implementation and Perception of the Nuri Curriculum among Teachers of Children aged 3~4: Focus on Childcare Centers in Gyeonggi Province
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This study was to examine the effective practice and strategy of the Nuri curriculum for aged 3 to 4. Of the particular interest were the differences in the variables of satisfaction, level of implementation and perception of this curriculum among childcare teachers. A survey was therefore administered to 198 childcare teachers in Gyeonggi Province. The results of the Study were as follows: First, the teachers gave high points to the level of implementation and perception of the Nuri curriculum but they gave medium points in regards to satisfaction. Second, the perception of the Nuri curriculum was different depending on the variables: tyes of childcare center, the number of children in a class. Third, the level of implementation in terms of purpose, contents, and resources was depend on the types of childcare centers and other factors such as religious reasons, characteristics, purpose, strategy, resources, and assessment were dependent on the age of the children.
Abstract
This study was to examine the effective practice and strategy of the Nuri curriculum for aged 3 to 4. Of the particular interest were the differences in the variables of satisfaction, level of implementation and perception of this curriculum among childcare teachers. A survey was therefore administered to 198 childcare teachers in Gyeonggi Province. The results of the Study were as follows: First, the teachers gave high points to the level of implementation and perception of the Nuri curriculum but they gave medium points in regards to satisfaction. Second, the perception of the Nuri curriculum was different depending on the variables: tyes of childcare center, the number of children in a class. Third, the level of implementation in terms of purpose, contents, and resources was depend on the types of childcare centers and other factors such as religious reasons, characteristics, purpose, strategy, resources, and assessment were dependent on the age of the children.
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