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형식교육 입학 연령과 개인의 성취 간 관련성에 대한 고찰

A Literature review on the impact of birth month and school starting age on later life outcomes

차기주
이화어린이연구원|2021.04|영유아교육: 이론과 실천 (Educational Theory and Practice for Infants and Young Children)|제6권 제1호|pp. 5-42|DOI https://doi.org/10.20926/ETPIYC.2021.6.1.1

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참고문헌

키워드

lowering school starting age출생월month of birth초등입학 연령 하향입학유예상대적 연령 효과delaying formal educationrelative age effect

초록

본 연구는 국내 유아교육 및 초등입학제도에 대한 시사점을 얻고자 형식교육 입학 시 개인의 월령과 이후 학업 및 소득 등 다양한 개인의 성취 간 관련성에 대해 검증한 2010년 이후 국내·외 문헌을 고찰하는데 목적을 두었다. 기준을 충족한 최종 총 36편의 문헌(국내 2편, 해외 34편)을 분석한 결과 첫째, 학업·인지적 측면에서 형식교육 입학 당시 월령이 높음에서 오는 긍정적 효과는 초등학교 시기 동안 뚜렷하게 나타났고 중학교 시기부터 감소하는 경향이 나타났다. 둘째, 사회·정서적 발달에 있어 빠른 출생월의 긍정적 영향력 역시 초등교육 동안 뚜렷하게 나타났고, 중등교육 시기 동안에 그 영향력이 감소되었으나 지속되는 경향이 있었다. 마지막으로 경제적·기타 측면은 검증 연구 수가 상대적으로 현저히 적었으며, 빠른 출생월의 유효한 영향력을 지지하는 연구와 지지하지 않는 연구의 수가 비슷한정도로 나타났다. 개인의 성별, 사회경제적 배경 등 사회인구학적 요인에 따른 출생월의 차별적 영향력을 보고하는 연구도 점차 증가하고 있었다. 문헌고찰의 결과 및 형식교육을 만6세 이전에 시작하고 있는 미국, 잉글랜드, 호주의 사례를 바탕으로 국내 유아교육 및 초등입학제도의 대안 및 방향성에 대해 논의하였다.

Abstract

This study aimed to review domestic and overseas studies during the past ten years thatempirically investigated the impact of individuals’ birth months on later life outcomes (e.g.,educational attainment, income, etc.), which was to look for policy implications for domesticearly childhood and primary education systems. Results were as follows: first, academic andcognitive benefits of a higher age at the start of formal schooling were pretty evident duringprimary school years, gradually decreasing through secondary education. Next, benefits interms of socio-emotional development were also quite apparent for elementary school years,showing the declining but persisting effects until high school years. Finally, the number ofstudies examining economic and other advantages was markedly smaller than that of the othertwo domains, with similar numbers of studies supporting the valid and invalid effects of schoolstarting ages respectively. Additionally, studies have reported differential effects of individuals’birth months at school entry as a function of socio-demographic factors, such as sex,socioeconomic status, etc. These results were discussed to look for alternatives to the currentpolicies regarding pre-primary and primary education, in relation to the social phenomena anddebates within the U.S., England, and Australia, which are the nations starting formal schoolingbefore the age of six.

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