유치원 교사와 학부모의 유치원 교육에 대한 인식 비교
(A) Study on the Recognition Comparison of Kindergarten Teachers and Parent about Kindergarten Education
유치원 교사 학부모 인식 비교;
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The purpose of this study was to compare the way kindergarten teachers and parents looked at kindergarten education in an effort to determine some of the right directions for future kindergarten education. The research questions were posed as below: First, how do teachers and parents perceive the necessity of kindergarten education? Second, what is their view of kindergarten management? Third, what is their outlook on kindergarten teacher? Fourth, what is their opinion about all-day kindergarten class? The subjects in this study were 74 teachers and 163 parents from public and private kindergartens in the cities of Masan and Changweon. A survey was conducted with questionnaires that covered their outlook on kindergarten education, management, teacher and all-day class. The questionnaire for teacher consisted of 24 items, and the other one for parents included 26 items. The collected data were analyzed with SPSS program, and frequency analysis and crosstab were implemented. The findings of this study were as follows: First, all the parents and teachers investigated felt the need for kindergarten education, and the reason was to improve sociability. Second, regarding the best education time, kindergartens should be open from 9 a.m. to 2 or 3 p.m., and two years were regarded as the best term to attend kindergarten. As for an ideal size, kindergarten should have six to eight classes or three to five classes, and the number of children in a class shouldn't exceed 20. Snack services were mostly provided by the kindergartens themselves. Third, the parents thought that the kindergarten teachers tended to be qualified. Concerning what's most needed for kindergarten teachers, the parents placed the most stock in love for children and sympathy, whereas the teachers gave the most weight to intellectual ability and expertise. Fourth, regarding all-day class organization, the parents preferred homogeneous age group, and teachers favored multiage group. The small-group activities made up the largest part of the all-day class programs. The parents wanted all-day class to offer education in the morning and extracurricular activities in the afternoon, while the teachers found it necessary to provide a variety of education activities both in the morning and afternoon. In most cases, there were a main teacher and an assistant teacher in each all-day class. Concerning what's most crucial in all-day programs, the parents prioritized emotional stability(43.6%), and the teachers considered it most important to build basic life habits. Regarding what teacher should be most interested in, the largest group of the parents believed teacher should try to provide a variety of programs, and the teachers viewed child health, sanitation and safety management as most vital. The teachers thought that all-day programs should be designed to facilitate emotional and sociability development, whereas the parents gave more weight to intellectual and verbal development. Basic live habits and personality were also considered more important by the parents. To make all-day programs successful, it's most urgently needed to secure sufficient teachers and reduce their heavy workload.