A Study on Japan’s National Kindergarten Curriculum “New Kindergarten Education Guidelines”: The Meaning of ‘Education through the Environment’
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Korea’s 2019 Revised Nuri Curriculum differs from the previous curriculum in many aspects, including a focus on child- and play-centeredness as core values and establishing a national-level curriculum for young children. However, it does not clarify how this approach differs from the previous one. Therefore, this study aimed to analyze the Japanese kindergarten curriculum, which is similar to the Korean kindergarten curriculum. The results indicated that Japan’s kindergarten curriculum was based on the concept of ‘education through the environment.’ The environment is a comprehensive concept that includes the community and the human and physical environments provided by teachers for children’s play. This curriculum allows young children to experience trial and error and develop thinking skills. The curriculum includes cultural exchange and succession and emphasizes teachers as part of the environment. The curriculum contents are subdivided into the significance and characteristics of education through the environment, the subjectivity of young children and teachers, important matters, environmental planning, and implementation methods. Consequently, a more specific and clear proposal is needed to support the environment and play. This would realize the play proposed in the national-level curriculum.
Abstract
Korea’s 2019 Revised Nuri Curriculum differs from the previous curriculum in many aspects, including a focus on child- and play-centeredness as core values and establishing a national-level curriculum for young children. However, it does not clarify how this approach differs from the previous one. Therefore, this study aimed to analyze the Japanese kindergarten curriculum, which is similar to the Korean kindergarten curriculum. The results indicated that Japan’s kindergarten curriculum was based on the concept of ‘education through the environment.’ The environment is a comprehensive concept that includes the community and the human and physical environments provided by teachers for children’s play. This curriculum allows young children to experience trial and error and develop thinking skills. The curriculum includes cultural exchange and succession and emphasizes teachers as part of the environment. The curriculum contents are subdivided into the significance and characteristics of education through the environment, the subjectivity of young children and teachers, important matters, environmental planning, and implementation methods. Consequently, a more specific and clear proposal is needed to support the environment and play. This would realize the play proposed in the national-level curriculum.
참고문헌 (39)
- Amano, S, "A study on the transition of education procedures in kindergarten: An observation of ‘nature’ and ‘environment’ content in childcare, viewed with elementary school home economics", Kanazawa Seiryo University Human Science Research, 12(2), pp.9~14 (2019)
- 박주희, "교육적 경험의 의미와 방법: 듀이의 교육이론과 실험학교 실천에 기초한 탐색", 교육과정평가연구, 22(2), pp.185~212 (2019), 한국교육과정평가원[DOI]
- Bowen, G. A., "Document analysis as a qualitative research method", Qualitative Research Journal, 9(2), pp.27~40 (2009)[DOI]
- 정미라, "누리과정의 효율적 적용을 위한 유치원 및 어린이집 교사의 요구도 분석", 유아교육연구, 39(2), pp.409~435 (2019), 한국유아교육학회[DOI]
- "Heisei18 Law No.120" (2006)[URL]
- Hayase, M., "Understanding the transition of kindergarten education guidelines and nursery school childcare guidelines and childcare guidelines", Bulletin of Pool Gakuin University, 57, pp.365~380 (2016)
- 이림, "우리나라 국가 교육과정 문서에서 ‘기준’이란 용어의 용례 분석과 개선 방향 탐색: 통시적 분석을 바탕으로", 한국교육학연구, 21(4), pp.145~176 (2015), 안암교육학회
- Kawano, S., "Interview: The future of early childhood education and childcare as seen in the new kindergarten educational guidelines and nursery school childcare guidelines", Glory Educational Culture, 2, pp.339~348 (1997)
- 김종훈, "언어네트워크분석을 통한 유아놀이 관련 연구동향 탐색", 한국산학기술학회논문지, 21(2), pp.296~303 (2020), 한국산학기술학회[DOI]
- 김명순, "유아용 놀이성 평정 척도 개발 및 타당화 연구", 아동학회지, 33(2), pp.69~89 (2012), 한국아동학회[DOI]
- 김영옥, "유아중심 관점의 국가수준 유아교육과정에 대한 사유(思惟)", 유아교육연구, 39(2), pp.235~253 (2019), 한국유아교육학회[DOI]
- 김영옥, "국가수준 유아교육과정 변천과 개정 누리과정의 과제 탐색", 열린유아교육연구, 25(2), pp.75~103 (2020), 한국열린유아교육학회[DOI]
- "Understanding the 2019 Revised Nuri Curriculum" (2019)[URL]
- Kurahashi, S., "Kindergarten in the school education law(2)", Education for Young Children, 46(6), pp.23~24 (1947)
- Kindergarten education 100 years history, "Ministry of Education", Ministry of Education, ~ (1979)
- 이정욱, "누리과정 개정안의 주요 특징 및 쟁점 분석", 유아교육연구, 39(2), pp.255~277 (2019), 한국유아교육학회[DOI]
- 임수진, "언어 네트워크 분석에 기초한 ‘놀이’의 의미구조 탐색: 유아교육분야 학술지 게재 논문을 중심으로", 유아교육연구, 39(2), pp.385~407 (2019), 한국유아교육학회[DOI]
- Matsushima, N., "Two Meanings of the ‘environment’ in early childhood education and care", Ochanomizu Women’s University Human Development Research, 31, pp.1~16 (2016)
- Kindergarten Education Guidelines, "Ministry of Education", Ministry of Education, ~ (1964)
- "School education law enforcement regulations(abstract), Kindergarten Education Guidelines 1989" (1989)[URL]
- "Kindergarten education guidelines 1998, Ministry of education notification 174" (1998)[URL]
- "Kindergarten education guidelines 2008" (2008)[URL]
- Explanation of kindergarten education guidelines 2018, "Ministry of Education, Culture, Sports, Science, and Technology", Ministry of Education, Culture, Sports, Science, and Technology, ~ (2018)
- "2019 Revised Nuri Curriculum" (2019)[URL]
- "2019 Revised Nuri Curriculum Commentary" (2019)[URL]
- "2019 Revised Nuri Curriculum Play understanding Document" (2019)[URL]
- Miyamoto, T, "Kindergarten education guidelines(draft)and their problems", Education for Young Children, 54(4), pp.34~ (1995)
- Morigami, S., "From kindergarten ordinance to new educational guidelines", Glory Educational Culture, 2, pp.349~363 (1997)
- Nakamura, M., "Changes and issues in kindergarten education guidelines and curriculum", Bulletin of Shukutoku University Junior College, 56, pp.99~108 (2017)
- Ogawa, H., "Explanation of new kindergarten education guidelines", pp.2~23 (1999), Gyosei
- Oda, Y., "Kindergarten education regeneration", pp.14~17 (2003), Shogakukan
- Otsubo, S., "The historical change of understanding ‘environment’ on the course of study for kindergarten", Bulletin of Miyazaki Gakuen Junior College, 10, pp.25~33 (2017)
- "About the future of early childhood education based on changes in the environment surrounding children(report)" (2005)[URL]
- Sakamoto, H., "Structure of early childhood education", pp.7~ (1964), Frobel-kan
- Shimizu, H., "Changes in educational content in course of study for kindergarten : Focusing on content analysis of child care and education ‘health’", Bulletin of Niijima Gakuen Junior College, 38, pp.43~53 (2017)
- 윤진주, "유아교사의 놀이 이미지와 놀이중심 교육과정 실천에 대한 수월함과 어려움", 복지상담교육연구, 9(2), pp.33~54 (2020), 한국복지상담교육학회
- Yukawa, K., "The conception of the kindergartens’ development in Taisyo era", Sophia University Studies in Education, 31, pp.1~20 (1997)
- Yukawa, K., "Reexamination of the formation of the ordinance relating to kindergartens", Sophia University Repository for Academic Resources, 51, pp.1~22 (2017)
- 윤민아, "유아교사의 놀이중심교육과정 실천에 대한 어려움과 현장 지원 요구", 유아교육연구, 39(3), pp.5~30 (2019), 한국유아교육학회[DOI]