유 · 아동 영재교육의 동향

Trends of Gifted Education for Gifted and Talented Children

본 연구는 우리나라보다 먼저 유·아동 영재교육을 실시하고 있는 미국, 호주, 독일, 이스라엘, 싱가폴, 중국 6개국과 우리나라 조기 영재교육 시스템을 비교하여 체계적이고 효율적인 유·아동 영재교육의 모델과 방향을 모색해 보는 데에 목적이 있다. 영재교육에 관련된 국내·외 문헌 자료를 수집분석한 결과 우리나라는 유·아동 영재를 위한 영재교육기관과 유·아동 영재들을 판별하는 객관적도구, 유아-초등학교 저학년 영재를 위한 조기 영재판별 시스템과 영재교육 전문 담당 교사의 수급이 취약한 실정이며 영재교육 운영분야가 다양하지 못하다는 문제점을 보였다.

This study has compared Korean early gifted education for the children with that of six countries which have implemented the gifted education for the children, such as America, Australia, Germany, Israel, Singapore and China. Based on the findings, the study examined the issues with the gifted education for children in Korea and find the systemized and effective model and directions for the gifted education. Korea lacks the educational facilities, the objective criteria, teachers’ training, for the gifted children. Also, Korea does not show diversity in the operating areas in the education for the gifted children. Thus, based on the issues, the tasks for the development of the policy on the education for the gifted young children in Korea can be proposed as follows. First, the educational facilities for the gifted children within the region for the young children in the lower grades in elementary school should be opened and run. Second, the criteria for distinguishing the gifted young children and the improvement in the system would be needed. Third, by strengthening the specialization of the teachers in charge of the education of the gifted children, the teachers who have the specialty in the education for the gifted infants and children should be fostered and the training of teachers and the certification system should be in place so that the benefits which fit the specialization and the efforts of the teachers can follow. Fourth, more diverse and high-quality education for the gifted children which takes the characteristics of the gifted young children would be required.