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근거기반 학교준비도 프로그램을 위한 제언: 국내 ․ 외 사례 고찰과 발달적 관점을 중심으로

Towards evidence-based practices in school readiness interventions

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참고문헌

키워드

주제분류교육학

초록

초등 전이 시기는 아동이 발달적, 사회적으로 중요한 변화를 경험하는 시기로 이 시기의 학교준비가 학교적응과 성취에 종단적인 영향을 미치는 것으로 알려져 있다. 그러나 우리나라는학교준비가 다양한 영역을 포괄하지 못하고, 근거기반의 학교준비도 프로그램이 부족한 실정이다. 이에 본 연구는 중개연구(translational research)의 근거기반실천(evidence-based practice)과 발달적 관점을 소개한 뒤, 이와 관련해 국내 근거기반 학교준비도 프로그램 개발및 시행을 위한 제언을 연구의 주요 목표로 한다. 이를 위해 국내 공공기관에서 시행되고 있는2개의 학교준비도 프로그램과 학술지에 게재된 3개의 학교준비도 프로그램 사례를 고찰하고, 3개의 국외 근거기반 학교준비도 프로그램(Head Start Research-based, Developmentally Informed[Head Start REDI], Kids in Transition to School[KITS], 그리고 Home Instruction for Parents of Preschool Youngsters[HIPPY]을 살펴보았다. 이를 종합하여 1) 학교준비도 개념의확장 2) 이론에 근거한 프로그램 개발과 효과성 검증 및 운영, 보급 단계를 고려한 중개연구의필요성, 3) 발달적 관점을 적용한 효과적 개입 대상, 방식, 시기에 대한 논의 등 3가지 제언점을 도출, 논의하였다.

Abstract

The transition-to-school period is when the children experience a great deal of developmental and environmental changes. It is well established that school readiness in this period has significant implications for school adjustment concurrently and longitudinally. However, research on school readiness in Korea failed to recognize its multidimensional components, including early literacy and numeracy, self-regulation, and social skills. In addition, there is a lack of evidence-based programs in interventions for children’s school readiness. This study aimed to discuss the importance of developing and implementing evidence-based school readiness programs in Korea. First, we introduced several notions of evidence-based practices and developmental perspectives in translational research. Next, we reviewed two school readiness programs implemented in public institutions and three programs published in peer-reviewed journals in Korea. Last, we discussed three evidence-based school readiness programs that were developed in other countries, Head Start Research-based, Developmentally Informed (REDI), Kids in Transition to Schools (KITS), and HIPPY (Home Instruction for Parents of Schools). In conclusion, ths study offered three suggestions that could help promote the evidence-based practices in the field of school readiness programs in Korea.

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