• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.343-351
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• 2021

The aim of this study is to explore the role of teachers in the 2019 revised Nuri curriculum, to suggest the role of appropriate early childhood teachers, and to explore the possibility of developing as an emerging curriculum. It was clarified that the role of teachers in the 2019 revised Nuri curriculum is the applicant, compared to the Nuri curriculum by age 3~5. It could be compared with the role of teachers in the emergent curriculum. Based on the emerging curriculum, the roles of teachers that can be practiced in the 2019 revised Nuri curriculum are teachers who use scaffolding, flexible teachers in curriculum management, and teachers with autonomy and faith in young children. As a conclusion of the study, first, teachers should be experts who can provide optimal play materials to individual young children and multiple young children. Second, teachers must faithfully observe and record so that appropriate scaffolding can be established. Third, teachers must constantly perform questions suitable for development so that they can sustain the interests of young children. Fourth, teachers should operate the 2019 revised Nuri curriculum based on their understanding of the emergent curriculum.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.806-813
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• 2021

The purpose of this study is to analyze the perceptions and difficulties of early childhood teachers about the revised Nuri Curriculum, and to provide basic data for stable operation. 128 early childhood teachers in Seoul and Gyeonggi Province were surveyed, and frequency analysis and chi-square test were performed using the SPSS 27.0 program. As a result of the study, teachers recognized the difference in child evaluation in the Nuri Curriculum and the revised Nuri Curriculum, and recognized the difference in the evaluation method the most. Some of the items on perception showed a significant difference according to the educational experience of teachers. Teachers recognized 'autonomy' as the focus of early childhood evaluation, and at the same time recognized that it was the biggest factor that made child evaluation difficult. The interactive peer-to-peer workshop showed the highest demand for early childhood evaluation. The results of this study will be the basis for finding ways to support teachers in charge of early childhood evaluation in the revised Nuri Curriculum.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.67-74
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• 2022

This study was investigated the perceptions of play and play support in the 2019 revised Nuri curriculum of childcare teachers. A questionnaire survey was conducted and 259 childcare teachers form K city and J province randomly sampled were selected as final research subjects. The collected data was analyzed descriptive statistics and analysis of variance using the SPSS 24.0 program. The results are as follows: First, childcare teachers' perception of play was high, whereas the perception of the difference between laissex-faire play and play permissiveness was the lowest. perception of childcare teachers about play management in the 2019 revised Nuri curriculum was also high. The perception of play management according to the play perception level of childcare teachers were a signficant difference. And it was found that higher the childcare teacher's level of perception of play, the higher the level of perception of play management. Through this study, we intend to provide basis data for childcare teacher education that will lay the foundation for the successful settlement of the 2019 revised Nuri course play-centered.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.519-534
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• 2022

This study attempted to prepare a realistic support policy for the early childhood education field by specifically grasping the reality and perception of the 2019 revised Nuri curriculum play-based Education experience of the childcare center teacher. To this end, individual in-depth interviews were conducted with childcare center teachers in Seoul and Gyeonggi-do, who had the current Nuri curriculum education experience. For the collected data, implications were derived using Hatch's(2002) pattern analysis and interpretative analysis, and Seidman's(2006) interview data analysis. As a result of this study, first, kindergarten and childcare center teacher apply the same integrated revised Nuri curriculum, but childcare center aims for education that considers childcare perspectives and safety more. Second, childcare center teachers had difficulties in educational matching in the process of linking self-directed open play activities in which infants were the main subjects. Third, childcare center teachers' educational understanding of play activities and ability to grasp values contribute to infant interaction and bond growth. In conclusion, there is an urgent need for a national policy plan for teacher education, exchange support, and infant ratio adjustment for effective education implementation of the current Nuri curriculum.

• Proceedings of the Korean Institute of Landscape Architecture Conference
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• 2023.04a
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• pp.25-26
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• 2023

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.147-158
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• 2020

The aims of this study were to examine the grounds for the appropriateness of board games in daycare centers and kindergartens based on the child-centered, play-centerd activities of revised Nuri-curriculum and provide basic resources by the case studies of board game activities in each area of the Nuri-curriculum. For these aims, it suggested the rationale of board game use in early childhood education field: first, the value as an activity with concrete objects based on developmentally appropriate practice (DAP), second, children's voluntary participation and immersion due to the competition and rewards in gamification, third, integrated experience across all areas of the Nuri-curriculum. Also, it provided various samples of the integrated board game activities for children, and reviewed the precaution, pros and cons that emerged during the play. This study discussed the possibility and direction of board game activities in early childhood education and provided implications for organizing board game activities in the education field and developing new board game contents.

• Journal of Science Education
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• v.45 no.1
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• pp.1-10
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• 2021

In this study, we analyzed the relationship between the physical science domain of TIMSS 2019 and the Korean science curriculum. Twelve subjects are presented in the physical science domain of the TIMSS 2019 4th grade evaluation framework. Research group consisting of elementary and middle school teachers and science education experts, a total of 12, participated to analyze in which grade these subjects were included in the Korea 2009 revised and 2015 revised science curriculum. As a results of analyzing whether the achievement standards of the TIMSS 2019 evaluation framework and Korean science curriculum are consistent, the subjects pertinent to chemistry like 'chemical changes in everyday life,' 'heat transfer,' and 'electricity and simple electrical circuits' appeared not covered at all until the 4th grade curriculum in Korea. Given that the TIMSS 2019 evaluation framework is an international achievement standard, we are proposing to improve the Korean curriculum as follows: first, for the development of the next science curriculum, there is a need for science curriculum organized from the 1st grade of elementary school to connect the content and scope of chemistry in elementary, middle, and high schools as a whole including the Nuri curriculum. Second, as an alternative to the problem of suitability of learning volume and level of learning, it is possible to think of a method to readjust the grade of dealing with related concepts by lowering the difficulty or simplifying the concept. Third, it is necessary to discuss about introducing essential concepts and standard terms into Korea science curriculum according to international trends.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.343-351
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• 2021

The purpose of this study was to examine kindergarten teachers' the difficulties and needs on early childhood value education. In order to provide basic data by grasping of teachers, a survey was conducted on 815 teachers of kindergartens in Gyeonggi-do. As a result, first, the difficulties in applying value education to teachers are lack of information on specific teaching methods. Second, what is required is connecting the 2019 revised Nuri curriculum and value education, teacher's will and parents' understanding and participation. The implications are that the discussion on the right character emphasized in the Nuri curriculum and the needs of teachers who wish to link early childhood value education into an unseparated context were identified.

• Korean Journal of Childcare and Education
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• v.18 no.2
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• pp.19-38
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• 2022

Objective: The goal of this study is to develop an instrument for measuring the quality of teacher support for children's play (age 3-5) based on the Play Practice Resources for Teachers presented in the 2019 revised Nuri Curriculum. Methods: The subjects of this study were 333 early childhood educators. Exploratory and confirmatory factor analysis, as well as correlation analysis were all performed to confirm construct validity and concurrent validity. The reliability of each factor was verified using Cronbach's alpha. Results: The Preschool Teacher Play Support Scale (PTPSS) was finalized with 25 items, which included the following four sub-factors: interaction, play materials, play space, and play safety. The concurrent validity was also confirmed through significant correlations between the existing measures such as the Teacher Self-Efficacy Scale, the Teaching Efficacy Scale for Play, and the Teacher-Toddler Interaction Scale. The reliability of each factor was also desirable. Conclusion/Implications: The PTPSS was verified as a sound measure quantifying the play support behavior of teachers who respect the autonomy and initiative of young children which is being pursued by the 2019 revised Nuri Curriculum.