영유아교육기관 원장의 유보이음교육 경험과 인식

다국어 초록 (Multilingual Abstract)

Objectives The purpose of this study is to explore the experiences and perceptions of directors at early childhood education institutions in Gyeonggi Province regarding the Early Childhood Bridging Education, thereby providing recommendations for its direction and program development.
Methods Focus Group Interviews (FGIs) were conducted to collect qualitative data, and the data were analyzed to examine the directors’ perceptions of transition educationin early childhood settings.
Results The participants experienced conceptual confusion regarding early childhood education and care bridging education and perceived it as a transition across ages and institutions, and school readiness rather than learning readinesspreparedness. Bridging education implemented in educational institutions included advance experiences of the older children’s class and of the institution the children would enter next, as well as participation in community-linked programs, with a focus on forming basic daily habits and developing social-emotional skills. These efforts were found to be effective in facilitating children’s smoother adaptation and emotional stability, and supporting new enrollment. The participants’ aspirations for improving bridging education included fostering accurate awareness among directors and teachers, establishing collaborative systems for community connection, and providing policysupport.
Conclusions This study examined the current status of Early Childhood Education and Care (ECEC) Bridging Education in its early implementation phase by analyzing early childhood education directors' practical experiences and wish. Based on the findings, it offers recommendations for more efficient ECEC Bridging Education.