A Comparative Analysis of the National Early Childhood Education Curriculum between Korea and China* RAN, WENJING Department of Child and Family Studies Graduate School, Kyungpook National University Daegu, Korea (Supervised by Professor Chung, Chung-hee) (Abstract) Since Korea's opening of the dipl...
A Comparative Analysis of the National Early Childhood Education Curriculum between Korea and China* RAN, WENJING Department of Child and Family Studies Graduate School, Kyungpook National University Daegu, Korea (Supervised by Professor Chung, Chung-hee) (Abstract) Since Korea's opening of the diplomatic relationship with China in 1992, there have been big changes in Korea and China. Also, lots of exchanges have taken place between two countries in educational field. The purpose of this study was to find out similarities and differences by comparing the national early childhood education curriculum of Korea and China, and the Early Childhood education curriculum reform in China to provide basic data. The research questions for this study are as follows. 1. What is the difference between Korea and China on the Composition Direction of the national early childhood education curriculum? 2. What is the difference between Korea and China on the formation and operate of the national early childhood education curriculum? 3. What is the difference between Korea and China on the purpose and goal of the national early childhood education curriculum? 4. What is the difference between Korea and China on the contents of the national early childhood education curriculum? 5. What is the difference between Korea and China on the teaching and learning method of the national early childhood education curriculum? 6. What is the difference between Korea and China on the estimation of the national early childhood education curriculum? The analysis materials in this study are from the national early childhood curriculum of Korea and China: Korea's Nuri Curriculum for ages of 3-5 years old and China's early childhood education curriculum. Analysis frame according to Composition Direction, form and operate, purpose and goal, educational contents, teaching-learning methods and educational evaluations is set along with the research questions. The conclusion and results to this study are as follows. 1. On the Composition Direction both of Korea and China national early childhood education curriculum have a lot of similarities. Both countries attach importance to Character education, especially attention to the characteristics of development activities, and well connect articulations between the early childhood education and the elementary education. 2. The formation and operate both of Korea and China national early childhood education curriculum have high degree similarities. Eventhough both country has general contents in the formation and operate area, the different social background of Korea and China makes differences such as the seasonal system, timing system and boarding system. 3. The purpose and goal of national early childhood education In Korea is to halp 3-5 years old children grow harmoniously both in mind and body to form the basis for democratic citizens. In comparison, the goal and purpose of chinese national early childhood education is directed to cultivate capable all-round person suitable, and to promote integrated development of children in the areas of body, knowledge, virtue and beauty, and to halp children grow harmoniously both in mind and body. 4. There are many similarity on the contents of Korea and China national early childhood education curriculum. Both Korean and China national early childhood education curriculum are all configured to health, language, social, arts, science. However, there are some differences. Korean curriculum has Science, Mathematics, and development of creative observation whereas the category of Science in Chinese curriculum includes Science and Mathematics with intention of developing cognition, behavior, and interest. 5. The teaching and learning method both Korean and China national early childhood education curriculum consider the of development in early childhood education and, also, administer various and flexible methods in children's education, we found no significant difference between the two country on the teaching and learning method in early childhood education. If ever there is any difference in teaching and learning method, it is as follows; While early childhood education of Korea emphasizes generally integrated teaching and learning methods, demand and creativity of the children, importance of teacher/student interaction and use of various teaching media, that of China suggests a general direction and emphasizes play-centered teaching, ideology and scientism. 6. There are many similarity on the estimation of Korea and China national early childhood education curriculum. Both Korea and China's Early Childhood education curriculum are presented about estimations of education curriculum and estimation of children. But Korea has estimation system compared to China, and China is not easy of that the implementation of unified estimation. Based on the above results, we conclude the following:1. It originates from the difference in political and social structure of the Korea and China national early childhood education curriculum. That is to say that the problem seems to be in the difference between democracy and socialism. 2. While Korea emphasizes 'research' and 'creativity' in preschool education, China administers a unique education curriculum aimed at 'preservation of socialist system', and suitable to global trend. Through this study China national early childhood education curriculum at the time of reform should pay attention to the following points. 1. In the absorption of advanced education concept at the same time should pay attention to protect national culture characteristics. 2. In the program of early childhood education activities to the emergence of attention to the problem of 'Early learning'. We suggest the following to subsequent studies based on the afore-cited discussions and conclusions. 1. This study has some limitation because of literature research, thus studying about the early childhood education curriculum work on the field is needed for represent reality. 2. It is desired that two countries have consistently interchanges in the field of early childhood education curriculum. * A thesis submitted to the council of Graduate School of Kyungpook National University in partial fulfillment of requirements for the degree of Master of Science in December 2015.
A Comparative Analysis of the National Early Childhood Education Curriculum between Korea and China* RAN, WENJING Department of Child and Family Studies Graduate School, Kyungpook National University Daegu, Korea (Supervised by Professor Chung, Chung-hee) (Abstract) Since Korea's opening of the diplomatic relationship with China in 1992, there have been big changes in Korea and China. Also, lots of exchanges have taken place between two countries in educational field. The purpose of this study was to find out similarities and differences by comparing the national early childhood education curriculum of Korea and China, and the Early Childhood education curriculum reform in China to provide basic data. The research questions for this study are as follows. 1. What is the difference between Korea and China on the Composition Direction of the national early childhood education curriculum? 2. What is the difference between Korea and China on the formation and operate of the national early childhood education curriculum? 3. What is the difference between Korea and China on the purpose and goal of the national early childhood education curriculum? 4. What is the difference between Korea and China on the contents of the national early childhood education curriculum? 5. What is the difference between Korea and China on the teaching and learning method of the national early childhood education curriculum? 6. What is the difference between Korea and China on the estimation of the national early childhood education curriculum? The analysis materials in this study are from the national early childhood curriculum of Korea and China: Korea's Nuri Curriculum for ages of 3-5 years old and China's early childhood education curriculum. Analysis frame according to Composition Direction, form and operate, purpose and goal, educational contents, teaching-learning methods and educational evaluations is set along with the research questions. The conclusion and results to this study are as follows. 1. On the Composition Direction both of Korea and China national early childhood education curriculum have a lot of similarities. Both countries attach importance to Character education, especially attention to the characteristics of development activities, and well connect articulations between the early childhood education and the elementary education. 2. The formation and operate both of Korea and China national early childhood education curriculum have high degree similarities. Eventhough both country has general contents in the formation and operate area, the different social background of Korea and China makes differences such as the seasonal system, timing system and boarding system. 3. The purpose and goal of national early childhood education In Korea is to halp 3-5 years old children grow harmoniously both in mind and body to form the basis for democratic citizens. In comparison, the goal and purpose of chinese national early childhood education is directed to cultivate capable all-round person suitable, and to promote integrated development of children in the areas of body, knowledge, virtue and beauty, and to halp children grow harmoniously both in mind and body. 4. There are many similarity on the contents of Korea and China national early childhood education curriculum. Both Korean and China national early childhood education curriculum are all configured to health, language, social, arts, science. However, there are some differences. Korean curriculum has Science, Mathematics, and development of creative observation whereas the category of Science in Chinese curriculum includes Science and Mathematics with intention of developing cognition, behavior, and interest. 5. The teaching and learning method both Korean and China national early childhood education curriculum consider the of development in early childhood education and, also, administer various and flexible methods in children's education, we found no significant difference between the two country on the teaching and learning method in early childhood education. If ever there is any difference in teaching and learning method, it is as follows; While early childhood education of Korea emphasizes generally integrated teaching and learning methods, demand and creativity of the children, importance of teacher/student interaction and use of various teaching media, that of China suggests a general direction and emphasizes play-centered teaching, ideology and scientism. 6. There are many similarity on the estimation of Korea and China national early childhood education curriculum. Both Korea and China's Early Childhood education curriculum are presented about estimations of education curriculum and estimation of children. But Korea has estimation system compared to China, and China is not easy of that the implementation of unified estimation. Based on the above results, we conclude the following:1. It originates from the difference in political and social structure of the Korea and China national early childhood education curriculum. That is to say that the problem seems to be in the difference between democracy and socialism. 2. While Korea emphasizes 'research' and 'creativity' in preschool education, China administers a unique education curriculum aimed at 'preservation of socialist system', and suitable to global trend. Through this study China national early childhood education curriculum at the time of reform should pay attention to the following points. 1. In the absorption of advanced education concept at the same time should pay attention to protect national culture characteristics. 2. In the program of early childhood education activities to the emergence of attention to the problem of 'Early learning'. We suggest the following to subsequent studies based on the afore-cited discussions and conclusions. 1. This study has some limitation because of literature research, thus studying about the early childhood education curriculum work on the field is needed for represent reality. 2. It is desired that two countries have consistently interchanges in the field of early childhood education curriculum. * A thesis submitted to the council of Graduate School of Kyungpook National University in partial fulfillment of requirements for the degree of Master of Science in December 2015.
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