유·초 연계에 대한 유아교사와 초등학교 교사, 학부모의 인식 및 개선방안 모색

Awareness of Connected Education of Kindergarten and Elementary School by Early Childhood Teachers, Elementary School Teachers, and Parents and Search for Its Improvement Direction

본 연구는 유아교사 143명, 초등학교 교사 118명, 학부모 135명을 대상으로 유·초 연계에 대한 인식과 실태 파악을 통해 연계교육의 개선 방안을 모색하기 위한 것이다. 자료분석은 SPSS 19.0을 이용하여 빈도분석, ANOVA, X2검증, 상관관계 분석을 실시하였다. 연구 결과 첫째, 유·초 연계교육을 위한 인식에서 유아교사, 초등교사, 학부모의 인식 차이가 있는 것으로 나타났다. 둘째, 유·초 연계를 위한 실태에서는 ‘환경구성의 실태’, ‘현재 교실의 놀이 영역’, ‘놀잇감 구비실태’에서 집단별로 차이가 있는 것으로 나타났다. 셋째, 유·초 연계를 위한 개선방향에 대한 의견에서 ‘유·초 연계를 위한 보조교사 지원’과 ‘공동연수와 협의회를 통한 교육환경 연계효과’ 항목에서 집단별 차이가 있는 것으로 나타났다. 넷째, 유·초 교육과정 통합, 교육환경 통합, 교사자격 통합, 개선방향에 대한 상관분석 결과 모든 상관이 있는 것으로 나타났으며 그 중 유·초 교육환경 통합과 유·초 개선방향 의견에 대한 인식 이 높은 상관을 나타냈다.

This study was conducted to find measures for improvement of connected education through the awareness and understanding of the actual conditions of connected education of kindergarten and elementary school by selecting 143 early childhood teachers, 118 elementary school teachers and 135 parents. For data analysis, frequency analysis, ANOVA, X2-test, and correlation analysis were conducted using SPSS Statistics 19.0. The results obtained are as follows: first, there were differences in awareness for the connected education of kindergarten and elementary school between early childhood teachers, elementary school teachers, and parents. Second, there were differences in the actual conditions of environment composition , play area in the current classrooms , and availability of play materials between each group in terms of the actual conditions for connected education of kindergarten and elementary school. Third, there were differences in the items of supporting teaching assistants for connected education of kindergarten and elementary school and effect of educational and environmental connection through joint training and council between each group in terms of the opinion on the development direction for connected education of kindergarten and elementary school Fourth, the results of the correlation analysis for the integration of kindergarten and elementary school curriculum, integration of educational environment, integration of teacher qualifications, and improvement direction indicated that they are all correlated, and the awareness of the integration of educational environment of kindergarten and elementary school and the opinion of improvement direction for kindergarten and elementary school particularly showed a high correlation