This study was aimed to provide an understanding of the revised Nuri curriculum and its implications for the improvement of the future curriculum by comparing and analyzing the revision purposes, major revisions,
composition systems, general provisions, and five areas-specified objectives and co...
This study was aimed to provide an understanding of the revised Nuri curriculum and its implications for the improvement of the future curriculum by comparing and analyzing the revision purposes, major revisions,
composition systems, general provisions, and five areas-specified objectives and contents of the kindergarten curricula in Korea and Japan. The subjects of the study were Korea's revised 2019 Nuri program and Japan's 2017 kindergarten curriculum, and their related curriculum documents and manuals were analyzed.
The results of this study are summarized as follows.
First, the common purpose of the revision of the curricula in Korea and Japan was to revise the competency-oriented curricula necessary for future society and to support the connection and learning with society. The difference was that, in terms of capacity, Korea focused on personality and creative thinking, whereas Japan focused on cooperation in solving tasks and rebuilding goals. The key commonalities of both revisions were the presentation of human characters needed in early childhood, the education through play, and the links with primary school education. Additionally, both revisions were national-level curricula. The difference between the Korean and Japanese curricula is that, in terms of “plan”, Korea employed autonomous education plans, while Japan drew overall and concrete plans. In addition, as for the "assessment method", Korea employed autonomous evaluation, whereas Japan used organized and planned evaluation.
Second, the common feature of the Korean and Japanese education curriculum composition systems was the similarity in composition type, name of five-area and contents. The key difference was that, compared to Japan, Korea has systematically separated the composition direction and the operation of the Nuri curriculum.
Third, the common features of “the pursuing human character” of the general provisions were health and independence, creative thinking, rich sensibility and expression, and living together. The common features of “education purpose” were the health and development of young children and the formation of the foundation after early childhood. The difference was that Korea pursued health and development of the mind and body through play, while Japan pursued the same through environment. The common points of “education objectives” were the ability and attitude for the overall growth of children, health and safe living habits, autonomous ability, sensibility, and interest in nature. On the other hand, the differences were that Korea presented an attitude of respect, consideration, and communication in personal relationships, while Japan presented a sense of cooperation and normative consciousness. The common feature of “focus of composition” was that both countries put emphasis on knowledge and skills, early childhood experiences, and the connection with the curriculum of elementary schools as the skills to be cultivated in early childhood.
Common features of “organization and operation” were flexible organization and operation according to the actual conditions of institutions and regions, linkage between families and communities, experience with peers of disabled children, and curriculum operation considering age and development. The difference between Korea and Japan was that, Korea focused on sufficient play management, while Japan emphasized the length of education, consideration for the timing of admission and early ages, and inter-school connections and exchanges. Common features of “teaching and learning” were the emphasis on the young children’s interest, guidance through play, and the composition of the environment for young children. The difference was that, in terms of considerations for teaching and learning environment, Korea presented the age, development, disability, and background of child, whereas Japan presented continuity of child’s life and seasonal changes. Further, Korea presented learning through play, and Japan presented prospects and reflections through play. The commonality in “assessment” was found in the use of data for the understanding of young children. The difference between the two countries was that Korea evaluates the nature and degree of change of young children and the operation of the Nuri curriculum, but Japan puts the assessment on the basis of the connection between young children and the feasibility and reliability of the assessment.
Fourth, as for the “objectives and content by five area” of the two countries’ curricula, the common features of korea’s body exercise and health" area and Japan’s "health" area objectives were developing pleasant physical activities, teaching healthy and safe habits, and the difference of educational objective was for Korea to live a health and safe life, but for Japan to foster the power to make a healthy and safe life. Common features of the content were pleasant and spontaneous physical activities, cleanliness and hygiene management of the body and surroundings, proper rest, disease prevention methods, interest in food, pleasant dining atmosphere, and experience in coping with safety accidents. The difference was found in the focus of physical activity. Korea focused on the physical movements and exercises, whereas Japan focused on play activities. Further, Korea focused on both indoor and outdoor physical activities while Japan focused on outdoor physical activities only. As for the danger situations, Korea presented specific situations while Japan provided comprehensive situations. The commonality between Korea’s "communication" are and Japan's "language" area objectives was the language development medium of listening and speaking, and the difference was that Korean curriculum includes more reading and writing. The common feature of the content was the emphasis on spoken language ability of listening and speaking, and the difference was that Korea emphasized cognitive factors and Japan emphasized affective factors in communication. The common elements between Korea’s “social relations” and Japan's “human relations” objectives were the self-esteem and living together. On the other hand, the difference was that Japan emphasized social relations more than Korea in forming a relationship. The common features of the content included the desires to do things on one’s own, the skills and attitudes in living together in society, and the community bonds. In addition, the difference was found in the scope of interest. Korea focused on friends, family, local community, home country, and the world, while Japan focused on friends, teachers, and society. As for Korea’s "art experience" and Japan's "expression" objectives, commonalities were found in creativity, beauty, and joy of expression. Additionally, the difference was that Korea features nature and life as the range of art experiences, while Japan features only life. The common features of the content were aesthetic awareness, various artistic elements, and creative expression methods in daily life, and the difference was that Korea’s area of art experience featured exploration, expression, appreciation, and functional parts, but the Japanese curriculum lacked appreciation and emphasized the affective factors. The similarities between Korean curriculum’s "nature exploration" and Japanese curriculum’s "environmental" objectives were the curiosity and exploration in life, and the contents of mathematics and science subjects. The difference was observed in the focus of exploration, where Korea was focused on the attitude of living with nature while Japan was focused on the utilization in life. Common features of the content were curiosity and interest in the surrounding environment, interest in mathematics and science, interest in plants and animals, importance of life, and changes in life according to the seasons. The key difference was observed in the scope of interest. Korea’s curriculum covered the surrounding world and nature, while Japan’s curriculum was narrow, covering only the surrounding objects and rides.
This study was aimed to provide an understanding of the revised Nuri curriculum and its implications for the improvement of the future curriculum by comparing and analyzing the revision purposes, major revisions,
composition systems, general provisions, and five areas-specified objectives and contents of the kindergarten curricula in Korea and Japan. The subjects of the study were Korea's revised 2019 Nuri program and Japan's 2017 kindergarten curriculum, and their related curriculum documents and manuals were analyzed.
The results of this study are summarized as follows.
First, the common purpose of the revision of the curricula in Korea and Japan was to revise the competency-oriented curricula necessary for future society and to support the connection and learning with society. The difference was that, in terms of capacity, Korea focused on personality and creative thinking, whereas Japan focused on cooperation in solving tasks and rebuilding goals. The key commonalities of both revisions were the presentation of human characters needed in early childhood, the education through play, and the links with primary school education. Additionally, both revisions were national-level curricula. The difference between the Korean and Japanese curricula is that, in terms of “plan”, Korea employed autonomous education plans, while Japan drew overall and concrete plans. In addition, as for the "assessment method", Korea employed autonomous evaluation, whereas Japan used organized and planned evaluation.
Second, the common feature of the Korean and Japanese education curriculum composition systems was the similarity in composition type, name of five-area and contents. The key difference was that, compared to Japan, Korea has systematically separated the composition direction and the operation of the Nuri curriculum.
Third, the common features of “the pursuing human character” of the general provisions were health and independence, creative thinking, rich sensibility and expression, and living together. The common features of “education purpose” were the health and development of young children and the formation of the foundation after early childhood. The difference was that Korea pursued health and development of the mind and body through play, while Japan pursued the same through environment. The common points of “education objectives” were the ability and attitude for the overall growth of children, health and safe living habits, autonomous ability, sensibility, and interest in nature. On the other hand, the differences were that Korea presented an attitude of respect, consideration, and communication in personal relationships, while Japan presented a sense of cooperation and normative consciousness. The common feature of “focus of composition” was that both countries put emphasis on knowledge and skills, early childhood experiences, and the connection with the curriculum of elementary schools as the skills to be cultivated in early childhood.
Common features of “organization and operation” were flexible organization and operation according to the actual conditions of institutions and regions, linkage between families and communities, experience with peers of disabled children, and curriculum operation considering age and development. The difference between Korea and Japan was that, Korea focused on sufficient play management, while Japan emphasized the length of education, consideration for the timing of admission and early ages, and inter-school connections and exchanges. Common features of “teaching and learning” were the emphasis on the young children’s interest, guidance through play, and the composition of the environment for young children. The difference was that, in terms of considerations for teaching and learning environment, Korea presented the age, development, disability, and background of child, whereas Japan presented continuity of child’s life and seasonal changes. Further, Korea presented learning through play, and Japan presented prospects and reflections through play. The commonality in “assessment” was found in the use of data for the understanding of young children. The difference between the two countries was that Korea evaluates the nature and degree of change of young children and the operation of the Nuri curriculum, but Japan puts the assessment on the basis of the connection between young children and the feasibility and reliability of the assessment.
Fourth, as for the “objectives and content by five area” of the two countries’ curricula, the common features of korea’s body exercise and health" area and Japan’s "health" area objectives were developing pleasant physical activities, teaching healthy and safe habits, and the difference of educational objective was for Korea to live a health and safe life, but for Japan to foster the power to make a healthy and safe life. Common features of the content were pleasant and spontaneous physical activities, cleanliness and hygiene management of the body and surroundings, proper rest, disease prevention methods, interest in food, pleasant dining atmosphere, and experience in coping with safety accidents. The difference was found in the focus of physical activity. Korea focused on the physical movements and exercises, whereas Japan focused on play activities. Further, Korea focused on both indoor and outdoor physical activities while Japan focused on outdoor physical activities only. As for the danger situations, Korea presented specific situations while Japan provided comprehensive situations. The commonality between Korea’s "communication" are and Japan's "language" area objectives was the language development medium of listening and speaking, and the difference was that Korean curriculum includes more reading and writing. The common feature of the content was the emphasis on spoken language ability of listening and speaking, and the difference was that Korea emphasized cognitive factors and Japan emphasized affective factors in communication. The common elements between Korea’s “social relations” and Japan's “human relations” objectives were the self-esteem and living together. On the other hand, the difference was that Japan emphasized social relations more than Korea in forming a relationship. The common features of the content included the desires to do things on one’s own, the skills and attitudes in living together in society, and the community bonds. In addition, the difference was found in the scope of interest. Korea focused on friends, family, local community, home country, and the world, while Japan focused on friends, teachers, and society. As for Korea’s "art experience" and Japan's "expression" objectives, commonalities were found in creativity, beauty, and joy of expression. Additionally, the difference was that Korea features nature and life as the range of art experiences, while Japan features only life. The common features of the content were aesthetic awareness, various artistic elements, and creative expression methods in daily life, and the difference was that Korea’s area of art experience featured exploration, expression, appreciation, and functional parts, but the Japanese curriculum lacked appreciation and emphasized the affective factors. The similarities between Korean curriculum’s "nature exploration" and Japanese curriculum’s "environmental" objectives were the curiosity and exploration in life, and the contents of mathematics and science subjects. The difference was observed in the focus of exploration, where Korea was focused on the attitude of living with nature while Japan was focused on the utilization in life. Common features of the content were curiosity and interest in the surrounding environment, interest in mathematics and science, interest in plants and animals, importance of life, and changes in life according to the seasons. The key difference was observed in the scope of interest. Korea’s curriculum covered the surrounding world and nature, while Japan’s curriculum was narrow, covering only the surrounding objects and rides.
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