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논문 상세정보

유아영재를 위한 통합교육의 실현성 진단

Integrated Curriculum for General and Gifted Young Children -Potential Development Educational Program-

영재와 영재교육 v.7 no.2 , 2008년, pp.179 - 199   http://dx.doi.org/10.17839/jksgt.2008.7.2.179
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초록

The present Korean Early Childhood Education has completely ignored the special needs and interests of the gifted young children. Thus, the gifted young children faced many difficulties getting along with other children within the regular national educational program. This, in turn, has led to a misconception towards the 'gifted young child' among the general public and for the teachers and parents alike so that the gifted young child came to be treated as an educational liability. Such misperception of the gifted young child has also led to overpriced private education for the gifted young child and for the education for the gifted itself to be reduced to a special education for the privileged social class. In short, special education for the gifted has been reduced to a form of private tutoring for the upper class. To change this negative perception, we redefined the meaning of special education for the gifted so that it conforms to the needs of our time and established anew the educational objective, curriculum and concrete educational method that conforms to this new definition. This educational process or the 'potential development educational program' strives for the integrated education of the general and the gifted children and is made to maximize, within the realm of multiple intelligence, the common creative characteristic found within all children. Interaction between the general and gifted children within the 'potential development educational program' will produce the positive effect of helping the gifted children solve problems they encountered within the old educational system and to actively deepen and expand their abilities. It also will help the ordinary children to discover their hidden area of intelligence and offer them an opportunity to display their abilities. To realize the 'potential development educational program' discussed in this article, the following five steps are suggested. First, the government should provide a redefinition of 'gifted children' so that it conforms to the times, recognize the importance for a nation-wide education for the gifted child, expand the budget for the education for the gifted children and provide adequate information and data to early childhood educational institutions for the realization of the 'potential development educational program.' Second, universities with Early Childhood Educational departments should offer creativity related courses as well as those that promote understanding of gifted children and encourage their students to take these courses. Third, ‘The Korean Society of Creativity and Education for Children’should take a leading role in offering certificates for each areas of creativity related activities to future early childhood education teachers in order to assist and support their development and to provide a sustained effort to maintain the high quality of the 'potential development educational program'. Fourth, early childhood educational institutions should actively promote regular short-term education and training for teachers of creativity and gifted children at their respective institutions. Fifth, on the job teachers first need a proper understand of the meaning of gifted child education, have an appreciation of its need and importance and be dedicated to discovering and realizing the talents of children in various areas of interest.

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