The purpose of this study was to examine how teachers at kinder- gartens attached to elementary schools perceived problems with kindergarten operation and how problems with curriculum management could be ironed out in an effort to determine what an ideal public kindergarten should be like. The major...
The purpose of this study was to examine how teachers at kinder- gartens attached to elementary schools perceived problems with kindergarten operation and how problems with curriculum management could be ironed out in an effort to determine what an ideal public kindergarten should be like. The major findings of the study about the curriculum, organization, facilities and administrative support of kindergartens attached to elementary schools were as follows: First, the teachers investigated had difficulties securing teaching- learning materials when they conducted education according to the given curriculum. They conflicted with the heads or assistant chiefs of kindergartens who hadn't majored in early childhood education in terms of the management of curriculum due to their lack of understanding. As most of the kindergartens were equipped with multiage classes for western ages of 3, 4 and 5, they found it difficult to give differentiated lessons, and extended classes were looked upon as one of the difficulties they faced. Second, as for the positives and negatives of the kindergartens attached to elementary schools, they believed that their articulation programs with elementary school were more excellent than those of non-attached kindergartens. But they also felt that the focus of management was placed on elementary school, which resulted in affecting kindergarten education adversely. Most of the kindergarten teachers perceived that public kindergarten education should take root to enhance the social status of kindergarten teachers, and as to the most ideal public kindergarten system, they believed that public kindergartens should be independent without being attached to elementary schools. Third, every facility of the kindergartens attached to elementary schools, such as entrance, window or window frame, didn't fit into the physique of young children, because they utilized the classrooms of elementary schools. Specifically, facilities for food service were inappropriate for preschoolers. Fourth, the teachers felt that official document handling took precedence over education in many cases, and heavy workload often forced them to work at home or not to make a perfect preparation for next lessons. Based on the above-mentioned findings, the following conclusion was reached: First, extended lessons and differentiated instruction for multiage groups put a physical and mental strain on the teachers, and they were likely to make an insufficient preparation for next lessons because they had to take charge of both morning and afternoon classes. The chiefs or assistant chiefs of the kindergartens who hadn't majored in early childhood education didn't consider their opinions sometimes, and this made it difficult for them to apply the curriculum properly. Second, in relation to articulation programs, the kindergartens attached to elementary schools were placed in a more advantageous position than other early childhood education institutes, but elementary schools were given more weight in terms of curriculum management, which had a negative impact on kindergarten operation. Self-supported kindergartens that aren't attached to elementary schools should be established to put preschool education on the right track. Third, the classrooms of the kindergartens attached to elementary schools, which were mostly public kindergartens, were outdated and furnished with facilities that didn't suit the body size of preschoolers, and this phenomenon was likely to trigger a lot of safety accidents. As inadequate physical environments might pose a threat to young children, it's desperately needed to build more self-supported kindergartens that aren't attached to elementary schools. Fourth, the teachers had to spend a lot of time preparing official documents during their working hours, and they were more overwhelmed by differentiated instructions for multiage groups and extended working hours. They should be given more administrative support so that they could be dedicated to education. Based on the conclusion, there are some suggestions: First, level-based diverse programs should be prepared to make differentiated education successful, and another programs that could be applied to extended classes should be developed. Second, if extended classes are offered, assistant teachers should be employed to let teachers make a better preparation for lessons. And those who majored in early childhood education should be selected as chiefs or assistant chiefs of kindergartens to improve public kindergarten performance, and self-supported kindergartens should be established without being attached to elementary schools to provide pleasant environments suitable for the physique of preschoolers.
The purpose of this study was to examine how teachers at kinder- gartens attached to elementary schools perceived problems with kindergarten operation and how problems with curriculum management could be ironed out in an effort to determine what an ideal public kindergarten should be like. The major findings of the study about the curriculum, organization, facilities and administrative support of kindergartens attached to elementary schools were as follows: First, the teachers investigated had difficulties securing teaching- learning materials when they conducted education according to the given curriculum. They conflicted with the heads or assistant chiefs of kindergartens who hadn't majored in early childhood education in terms of the management of curriculum due to their lack of understanding. As most of the kindergartens were equipped with multiage classes for western ages of 3, 4 and 5, they found it difficult to give differentiated lessons, and extended classes were looked upon as one of the difficulties they faced. Second, as for the positives and negatives of the kindergartens attached to elementary schools, they believed that their articulation programs with elementary school were more excellent than those of non-attached kindergartens. But they also felt that the focus of management was placed on elementary school, which resulted in affecting kindergarten education adversely. Most of the kindergarten teachers perceived that public kindergarten education should take root to enhance the social status of kindergarten teachers, and as to the most ideal public kindergarten system, they believed that public kindergartens should be independent without being attached to elementary schools. Third, every facility of the kindergartens attached to elementary schools, such as entrance, window or window frame, didn't fit into the physique of young children, because they utilized the classrooms of elementary schools. Specifically, facilities for food service were inappropriate for preschoolers. Fourth, the teachers felt that official document handling took precedence over education in many cases, and heavy workload often forced them to work at home or not to make a perfect preparation for next lessons. Based on the above-mentioned findings, the following conclusion was reached: First, extended lessons and differentiated instruction for multiage groups put a physical and mental strain on the teachers, and they were likely to make an insufficient preparation for next lessons because they had to take charge of both morning and afternoon classes. The chiefs or assistant chiefs of the kindergartens who hadn't majored in early childhood education didn't consider their opinions sometimes, and this made it difficult for them to apply the curriculum properly. Second, in relation to articulation programs, the kindergartens attached to elementary schools were placed in a more advantageous position than other early childhood education institutes, but elementary schools were given more weight in terms of curriculum management, which had a negative impact on kindergarten operation. Self-supported kindergartens that aren't attached to elementary schools should be established to put preschool education on the right track. Third, the classrooms of the kindergartens attached to elementary schools, which were mostly public kindergartens, were outdated and furnished with facilities that didn't suit the body size of preschoolers, and this phenomenon was likely to trigger a lot of safety accidents. As inadequate physical environments might pose a threat to young children, it's desperately needed to build more self-supported kindergartens that aren't attached to elementary schools. Fourth, the teachers had to spend a lot of time preparing official documents during their working hours, and they were more overwhelmed by differentiated instructions for multiage groups and extended working hours. They should be given more administrative support so that they could be dedicated to education. Based on the conclusion, there are some suggestions: First, level-based diverse programs should be prepared to make differentiated education successful, and another programs that could be applied to extended classes should be developed. Second, if extended classes are offered, assistant teachers should be employed to let teachers make a better preparation for lessons. And those who majored in early childhood education should be selected as chiefs or assistant chiefs of kindergartens to improve public kindergarten performance, and self-supported kindergartens should be established without being attached to elementary schools to provide pleasant environments suitable for the physique of preschoolers.
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