Since Kroea’s opening of the diplomatic relationship with China in 1992, there have been big changes are expanded in Political, economic and cultural of korea and china. Also, lots of exchanges have taken place between two countries in early children health education field. The purpose of this study...
Since Kroea’s opening of the diplomatic relationship with China in 1992, there have been big changes are expanded in Political, economic and cultural of korea and china. Also, lots of exchanges have taken place between two countries in early children health education field. The purpose of this study was to find out the similarities and differences by comparing the national early children health education curriculum of Korea and China, and the early children healthy education curriculum reform in China to provide basic data.
Two research questions for this study were as follow:
1: What are the similarities and differences between the goals and content categories of early childhood health education curriculum Korea and China?
2: What are the similarities and differences between the detail content of early childhood health education curriculum Korea and China?
The analysis materials in this study are from the national early childhood curriculum of Korea and China: Korea’s Nuri Curriculum health domain for ages of 3-5 years old and China’s early childhood health education curriculum. Analysis frame according Composition goals and content categories, detail content is set along with the research questions.
The results of this study are as follows:
First, compare the goals of the health domain of early childhood curriculum between Korea and China, two countries can see the similarities of goals that include physical health and lifestyle habits in mainstream education, develop proper lifestyle and hygiene management attitudes, and engage in physical activity. However, while the content of emotional health is included in the childhood health education domain in China, it is not included in the health education domain in Korea, but is presented in the social relation domain.
Second, Compared to China 's childhood health education curriculum, the goal of curriculum of physical exercise and health domain in Korea is more detailed, and the health education curriculum in China can be found to lack education goal and content category.
Third, compare the detail contents of Korea’s Nuri Curriculum health domain for ages of 3-5 years old and China’s early childhood health education curriculum, Both Korea and China reflect the trends in early childhood health education at their national level in three aspects: physical exercise, health and safety. In addition, both Korea and China do not provide information about creative movements and injurious substances in early childhood.
Fourth: China's early childhood health curriculum can be found to lack the contents of children's body recognition, development of sensory function, disease prevention and play, traffic safety. There is a need to improve the development of China's childhood health education curriculum should be promoted more broadly to work in the field education, We need to get more attention to the curriculum and improve the childhood health curriculum to be completed continuously.
Since Kroea’s opening of the diplomatic relationship with China in 1992, there have been big changes are expanded in Political, economic and cultural of korea and china. Also, lots of exchanges have taken place between two countries in early children health education field. The purpose of this study was to find out the similarities and differences by comparing the national early children health education curriculum of Korea and China, and the early children healthy education curriculum reform in China to provide basic data.
Two research questions for this study were as follow:
1: What are the similarities and differences between the goals and content categories of early childhood health education curriculum Korea and China?
2: What are the similarities and differences between the detail content of early childhood health education curriculum Korea and China?
The analysis materials in this study are from the national early childhood curriculum of Korea and China: Korea’s Nuri Curriculum health domain for ages of 3-5 years old and China’s early childhood health education curriculum. Analysis frame according Composition goals and content categories, detail content is set along with the research questions.
The results of this study are as follows:
First, compare the goals of the health domain of early childhood curriculum between Korea and China, two countries can see the similarities of goals that include physical health and lifestyle habits in mainstream education, develop proper lifestyle and hygiene management attitudes, and engage in physical activity. However, while the content of emotional health is included in the childhood health education domain in China, it is not included in the health education domain in Korea, but is presented in the social relation domain.
Second, Compared to China 's childhood health education curriculum, the goal of curriculum of physical exercise and health domain in Korea is more detailed, and the health education curriculum in China can be found to lack education goal and content category.
Third, compare the detail contents of Korea’s Nuri Curriculum health domain for ages of 3-5 years old and China’s early childhood health education curriculum, Both Korea and China reflect the trends in early childhood health education at their national level in three aspects: physical exercise, health and safety. In addition, both Korea and China do not provide information about creative movements and injurious substances in early childhood.
Fourth: China's early childhood health curriculum can be found to lack the contents of children's body recognition, development of sensory function, disease prevention and play, traffic safety. There is a need to improve the development of China's childhood health education curriculum should be promoted more broadly to work in the field education, We need to get more attention to the curriculum and improve the childhood health curriculum to be completed continuously.
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