2019 개정 누리과정 영역별 내용 중요도와 교육 가능성에 대한 유치원 교사와 장애 유아 부모의 인식 비교

Abstract

The purpose of this study was to investigate the differences of the perceptions on 2019 revised Nuri Curriculum content importance and educational feasibility between teachers and parents of children with disabilities. The participants of this study were 70 teachers in kindergartens located in Jeollanam-do including Gwangju Metropolitan City and 70 parents of children with disabilities. As a research method, the survey was employed for meet the research purposes. The key researches of this study are as followings. First, in the teacher group, the importance of content was found to be higher than that of education in all five areas: physical exercise and health, communication, social relations, art experience, and nature exploration. Second, In the parent group, there was a statistically significant difference between content importance and educational potential in all five sub-content categories. In all cases, the importance of education was higher than the possibility. Third, as for the perceptions of kindergarten teachers and parents of children with disabilities regarding the importance of content and educational feasibility by area of ​​the revised Nuri course in 2019, teachers' perception of importance was high in all areas where there was a difference in the importance of content by area of ​​the Nuri course between teachers and parents. Among the five sub-content categories, only in the communication domain 'listening and speaking', the social relations domain 'living together' and the nature search domain 'living with nature', the importance of content was relatively higher for parents than teachers than for educational feasibility. There were no significant differences in other areas.