• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.597-607
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• 2009

The purpose of this study was to investigate the perception of kindergarten teachers about which content should be included in early childhood mathematics education. Then the researcher looked into the findings according to the 2007(7th) national kindergarten curriculum. The results showed that kindergarten teachers perceived the important of balanced content areas of early childhood mathematics education. But the results also showed that kindergarten teachers perceived classification as the most important content areas of early childhood mathematics education. This implicates that the kindergarten teachers revealed somewhat conflicting beliefs about mathematics education. The results also showed that kindergarten teachers did not perceive space and data analysis as the most important content areas of early childhood mathematics education according to the 2007 national kindergarten curriculum The kindergarten teachers also suggested basic and restricted mathematics concepts. The results of this study were discussed related with the problems in early childhood mathematics education, especially the problems in teacher education.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.2
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• pp.494-509
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• 2013

The purpose of this study is to analyze the articulation between kindergarten curriculum and subject of Korean language in an elementary school. Analysis was conducted with following findings. Firstly, out of 696 activities related with elementary school curriculum, those related with Korean language marked the highest number with 281. Secondly, as for articulation between subject of Korean language and themes of kindergarten life, environment and life marked highest with 173, Thirdly, in the area of kindergarten life, listening/speaking marked top with 173, followed by literature 87. Based on this findings, we are able to grasp present state of articulation between Nuri course guide book for five-year old kindergarten children and subject of Korean language in an elementary school and further would like to utilize it as basic data to boost articulation between curriculums of kindergarten and an elementary school.

• 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.

• Journal of Korean Elementary Science Education
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• v.40 no.3
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• pp.295-310
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• 2021

For the continuous growth and development of students, continuity of learning content according to the school level is essential. However, research on the continuity of kindergarten education and elementary school science curriculum is relatively insufficient. In this respect, it is necessary to precede the analysis of the continuity between the science-related learning content presented in kindergarten education and the science curriculum in elementary school. In this study, the 2015 science curriculum was organized into 14 small sections, and the core contents of science education in kindergartens and elementary schools were presented as correspondence. As a result, it was possible to classify learning contents presented only in kindergarten, learning contents presented only in elementary schools, and learning contents showing a clear continuity between kindergarten and elementary school. This study is meaningful in that it presents implications for the continuity between the science curriculum of the kindergarten curriculum and the elementary school curriculum.

• Journal of Educational Research in Mathematics
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• v.25 no.4
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• pp.631-655
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• 2015

Children's early mathematics education sets the tone for their later learning of mathematics. So the importance of early mathematics education has been emphasized day by day and there has been growing interest in it. The purpose of this study is to examine the possibility of including standards for kindergarten in mathematics curriculum and to select the specific content knowledge for designing mathematics curriculum focusing on continuity of kindergarten and first grade. To do this, continuity between kindergarten mathematics and the first grade mathematics were examined by investigating the five countries' mathematics curricula which include kindergarten level. Based on the results, the content standards of kindergarten mathematics were constituted in the categories of 'number and operation', 'geometry', 'measurement', 'pattern', and 'data and chance', following the some principles of selection. Finally, the implications for attainment of continuity between kindergarten and elementary mathematics were induced, containing the discussion of the methods for teaching and learning mathematics in the kindergarten level.

• Korean Journal of Community Nutrition
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• v.28 no.6
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• pp.509-522
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• 2023

Objectives: This study is intended to develop a curriculum for kindergarten food and nutrition education aimed at preschool children, reflecting government policy and meeting the demands of preschool settings. Methods: Existing educational materials were analyzed, and key elements of the 2019 Revised Nuri Curriculum ("Nuri Curriculum") and Guidelines for Nutrition and Food Education in Kindergartens, Elementary, Middle, and High Schools ("Guidelines") were examined as foundational information for developing the curriculum for food and nutrition education. Results: Basing ourselves on the five domains of the Nuri Curriculum, "Physical Activity and Health," "Communication," "Social Relationships," "Art Experience," and "Natural Science Inquiry," we integrated three areas from the Guidelines, namely "Dietary Habits and Health," "Dietary Habits and Safety," and "Dietary Habits and Culture," to structure the curriculum for kindergarten food and nutrition education. Three specific domains, "Nutrition and Health," "Food and Culture," and "Safe Dietary Practices," were tailored for preschool children, each comprising core concepts, content elements, and educational materials. In the "Nutrition and Health" domain, core concepts such as "nutrition" were addressed through content elements such as "balanced eating" and "vegetables and fruit," while "health" included elements such as "eating regularly" and "nutrients for disease prevention," each with two educational content components. The "Food and Culture" domain focused on "food" with content on "local foods (vegetable-garden experience)" and "food culture" with content on "our dining table (rice and side dishes)," "our agricultural products," "global cuisine (multiculture)," and "considerate dietary practices," each with four educational content components. The "Safe Dietary Practices" domain included core concepts such as "hygiene" with content on "hand-washing habits" and "food poisoning management," and "safety" with content on "food labeling." Conclusions: The systematized curriculum for kindergarten food and nutrition education aligns with the Nuri Curriculum and is interconnected with the Guidelines. This curriculum can be used as foundational material for developing educational resources tailored to the characteristics of preschoolers, contributing to effective implementation in early childhood education.

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.207-223
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• 2015

This study aims to find ways for securing continuity of elementary mathematics curriculum and kindergarten curriculum. To do this, we considered the status of 'mathematical exploration' in Nuri curriculum and analysed the correspondence of content-domains and the continuity between Nuri curriculum for ages three to five and 2009 revised national elementary mathematics curriculum, based on the reconstructed achievement criteria. The result of these analyses reveals that the classification of five content-domains both for 'mathematical exploration' of Nuri curriculum and for 2009 revised national elementary mathematics curriculum coincides. We also recognized the reconstructed achievement criteria which are considered as reverse continuity or as discontinuity of Nuri curriculum and 2009 revised national elementary mathematics curriculum in all the five content domains. The former means being lower in levels or reduction in ranges from Nuri curriculum to elementary one. The latter means that some reconstructed achievement criteria are included in only one of the two curriculum. Based on these results, we suggested several ways to secure the continuity between Nuri curriculum and 2009 revised national elementary mathematics curriculum in the perspective of mathematics education.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.147-163
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• 2006

The purpose of this study was to investigate whether there are any differences among kindergarten teachers', primary school teachers', and children's mothers's perceptions-belief, knowledge, practice-about the educational articulation between kindergarten and primary school. The results of this study were as follows; First, there were differences among kindergarten teachers, primary school teachers, and mothers about the belief of articulation content. Second, in the knowledge of educational articulation, kindergarten teachers's understandings of the counterpart's curriculum were higher than that of primary school teachers's. Third, in the practice of educational articulation, kindergarten teachers and mothers were focused language and mathematics learning for educational articulation. But primary school teachers were focused school adjustment.

• Korean Journal of Child Studies
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• v.3
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• pp.97-113
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• 1982

Problems This study was aimed to find out the effects of Kindergarten education on primary school child's learning achievement and it's continuance. The specific question to be investigated in this study can he summarized as follows. 1. How did the kindergarten education effect upon primary school child's learning achievement and behavioral development? 2. How did the differences of learning achievement and behavioral development between groups of children attending kindergarten and not attending kindergarten? Methods 1. Subjects One hundred and twenty children of sixth grade and one hundred primary school's teachers were employed 1) Sixty of children were experimented groups who had received kindergarten education. Sixty of Children are Control group who had not received Kindergarten education. The subjects were sampled in N primary school in seoul and Y primary school in Taejeon. Sixty of children were boys and sixty of children were girls. 2) Fifty of teachers were sampled in N primary school in Seoul and Fifty of teachers were sampled in Y primary school in Taejeon. 2. Instrument 1) School cumulative record. School cumulative record was referred to find out the differences of school records on learning achievement in morality, National language, social studies, arithmatics, natural science, gymnastics, music, fine arts and behavioral development in industry, responsibility, coorperation, indeperdence, law abiding spirit between experimental group and control group. 2) Questionnaire paper which constructed 10 articles. Questionnaire paper asked to primary school teachers for effects of kindergarten education. Results The results of date analysis can summarized as follows. 1. Kindergarten education, generally, is regarded effective at least for school work achievement but not so effective for morality and physical education. 2. Kindergarten education is not so effective in all school works of primary school in its continuance since its effectiveness begins to fade away from the 4th grade of primary school. But such continuance tends to be outstanding especially in national language, social subjects and arts. 3. The experiences of kindergarten education is not much helpful to behavioral development during primary school. 4. Primary school teachers recognize that kindergarten education contributes to curriculum work and behavioral development for primary school children.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.6
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• pp.1263-1272
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• 2013

The purpose of this study was to analyze the effects of CoRT thinking skills training on young children's creativity and nature-friendly attitude. The subject of this study were 50 young children who attended kindergartens in Busan. The experimental group participated in CoRT thinking skills training while the comparison group participated in the typical activities according to the monthly plan of the kindergarten curriculum. The instrument used to evaluate the creativity and nature-friendly attitude of the young children were TTCT and nature-friendly attitude test. Data were analyzed by ANCOVA. Result showed that there were significant differences between the experimental group and the comparison group in post-test scores. The results suggested that the CoRT thinking skills training would be more effective to develop young children's creativity and nature-friendly attitude than typical activities according to the monthly plan of the kindergarten curriculum.