• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.151-170
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• 2013

This study analyzes the contents of multicultural education in teacher's manual for "Age 3 - 5 Nuri Curriculum." The criteria of identity, diversity, openness, democracy, and community were used to investigate 1,470 activities relevant to multicultural education in Nuri Curriculum, which was published in March, 2013. The findings were categorized into life theme, contents area and activity type. In the life theme, multicultural contents appeared most in 'my town' and 'my country,' while the least in 'spring, summer, fall, winter.' In the contents areas, diversity, identity and community appeared more than democracy and openness. And, these contents included social relationships. In the activity type, multicultural contents are analyzed the most frequently in 'math activity' and 'sharing a story.'

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.189-210
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• 2015

This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.

• School Mathematics
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• v.17 no.2
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• pp.257-272
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• 2015

This study is related to reinforcement of the continuity between Nuri curriculum and elementary mathematics curriculum emphasized by 2015 revised national curriculum. Considering that teachers tend to rely much more on textbooks than on curriculum, we analyzed the continuity between math-related activities of Nuri manuals for teachers and the elementary mathematics textbooks and aimed to suggest several ways for securing the continuity based on the result of analyses. To do this, we compared and analyzed Nuri manuals (for ages three to five) for teachers and the first and second grade mathematics textbooks in three aspects: mathematical contents, mathematical terms and symbols, and mathematical processes. We adopted the same analysis framework including continuity, discontinuity and reverse continuity as the study on the continuity between Nuri curriculum and elementary mathematics curriculum. As a result, the results of analyses were revealed in three aspects, respectively. We also discussed the results and suggested some implications for securing the continuity of Nuri manuals for teachers and the elementary mathematics textbooks and for revising curriculum and its materials such as textbooks, workbooks or manuals for teachers.