영국의 5세 취학제도에 대한 비판적 고찰
A critical review of the UK's starting school age at five
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본 연구는 초등학교 5세 취학의 대표적인 국가인 영국의 학제 및 취학연령, 그리고 이로 인한 쟁점에 대하여 살펴보고, 이를 통해 우리나라의 취학연령에 주는 시사점을 도출하는 데 목적을 둔다. 영국의 취학연령은 산업화로 인한 고용주와 부모의 요구, 초등학교의 신입생 확보문제, 취약계층가정의 유아를 위한 보육 및 교육과 관련이 있다. 관련 쟁점 -이른 취학을 지지하는 이유-을 중심으로 분석한 결과, 이른 취학은 더욱 신중하게 접근해야 한다는 점이 나타났다. 생의 이른 단계에 형식적 교육을 빨리 시작하여 지식을 가르치는 것은 유아들의 인지적 발달을 돕기보다 오히려 학업에 대한 정신적 스트레스를 주는 것으로 나타났다. 취약계층가정의유아들은 이른 취학으로 잠깐은 도움을 얻는 것처럼 보일 수 있으나 그러한 효과는 일부에만해당하고 있었다. 취학연령에 대한 논의는 결국 교육기관에서 유아의 발달수준에 맞는 교육내용과 방법을 제공하고 있는가에 대한 고민으로 귀결되며, 사회경제적 이익창출이나 국가발전과 같은 외부적 목적보다 유아를 최우선으로 고려해야 하는 유아교육의 본질에 대해 다시금생각하게 한다.
Abstract
The purpose of this study is to examine the educational system and compulsory school age in the United Kingdom, which is a representative country for starting elementary school at age 5, and to consider the implications for the school age policy in Korea. The UK's compulsory school age is related to the demands of employers and parents due to industrialization, securing new elementary school students, and care and education for children from poor families. Analysis of related issues showed that early starting age needs to be approached with greater caution. Starting formal education in the early stages of life and teaching foundational skills did not help the cognitive development of children, but rather caused mental stress in regard to academics. While early starting age may seem beneficial for children from low SES backgrounds for a while, its effects varied depending on the content and method of education, as well as the parents' personal background and level of involvement. The discussion of compulsory school age leads to consideration of whether educational institutions are providing educational content and methods appropriate for the developmental level of children. It reminds us of the essence of early childhood education, which should prioritize children's well-being over external purposes such as generating social and economic benefits or national development.
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