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유치원 학급규모의 적정성에관한 연구

A Study on the Propriety of Class Size at Kindergarten

유아교육학논집 v.12 no.2 , 2008년, pp.357 - 380  
정계영, 박은혜

The purpose of this study is to examine the actual condition of the kindergarten class size, and to find out what is the appropriate class size to improve the quality of children education and to maximize the educational effect. For this study, in 2007, searched the class size of kindergarten and how is the teachers' understanding for size different by the children's age. And also searched the patterns of interaction between teacher and children and the difference of the quality by the class size. The research questions are the followings: (1) How is the present situation of the class size according to children's age in Korea?; How do teachers feel about the class size according to their children ages?; How much is the proper class size?; (2) Does the class size affect the interaction between teacher and children in teaching and learning setting in kindergarten? The results of study were the followings. First, the numbers of children in kindergartens in Korea were in average: (1) class for age 3 was 21; (2) age 4 was 25; (3) and age 5 was 27. It appeared that the number of children grew as they got older. The teacher's ratio was in average: (1) one teacher per 12 children in class of age 3; (2) one teacher per 14 children in class of age 4; (3) one teacher per 14.5 children. The number of children revealed by the study is higher than NAEYC standards and OECD countries, which results in the high ratio between teachers and children. The ratio was variable from institutions and reigns where they are located. Second, most teachers responded that class size was too large and considered idealistically a small class with 13-18 children at age 3, 15-20 children at age 4, and 16-21 children at age 5. They found it difficult to having meaningful interaction with children and individualizing instruction to children in a developmentally appropriate way. Third, there existed different types of interaction between teacher and children in accordance with classes of different size. More meaningful and intensive interactions were observed in smaller classes. It is necessary to reduce the number of children in class at all age for positive interaction of a teacher-children.Fourth, in correlation analysis the large classes were associated negatively with the quality of interaction between teachers and children. It is also need to reduce the number of children in class at all age for high interaction in quality.

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