싱가포르 문화시설에서의 유아 예술교육 프로그램 사례 분석: 플레이엄(Playeum)과 아트 그라운드(The Art Ground)를 중심으로

유지선 ( You Ji-sun ),홍후조 ( Hong Hoo-jo ) 한국예술교육학회 2018 예술교육연구 Vol.16 No.3

각종 자원이 빈약한 도시국가 싱가포르는 인재 양성을 국가 발전의 원동력으로 삼고 있다. 싱가포르의 문화예술정책은 유아 예술교육을 통해 유아들이 문화시민으로 성장하도록 어린 시절부터 체계적으로 문화예술을 접하도록 하는 데 중점을 두고 있다. 이러한 정책의 핵심은 접근성 높은 문화시설에서의 유아 예술교육 확대에 있다. 이러한 싱가포르의 문화예술정책은 문화시설 설립배경에 어떠한 영향을 주고 있는가? 각 문화시설에서 기획·운영되는 유아 예술교육 프로그램은 어떠한 특징을 띠는가? 본 연구에서는 이러한 질문에 대한 해답을 탐색하고자 사례분석과 심층면담법을 사용하여 싱가포르의 문화시설인 플레이엄(Playeum)과 아트 그라운드(The Art Ground)에서의 유아 예술교육 프로그램을 방문 조사·분석하였다. 연구결과 두 기관은 고유한 교육목표를 바탕으로 교육활동을 유기적으로 연계한 유아를 위한 체험·학습자 중심의 통합 및 종합 예술교육프로그램을 기획·운영하고 있으며, 동시에 가정과 협업을 위해 부모교육 프로그램을 병행하는 것으로 조사되었다. 또한 교육프로그램은 다양한 전문 분야 예술가와 예술감독, 상주직원들과의 협업을 바탕으로 장기적으로 기획 운영되고 있다. 이러한 분석결과는 주로 사교육에 의존하는 우리나라 유아 예술교육 운영을 공공 문화시설로의 확충 전환, 예술교육 프로그램 기획 및 개발에서의 예술가와 유아교육 전문가의 협업 필요성, 교육의 효과성을 지속하기 위한 부모교육의 병행 등의 필요성을 시사해준다. The purpose of this study was to analyze the early childhood art education program in the cultural infrastructure of Singapore and suggest some implications for Korean early childhood arts education. Singapore is increasing its public investment in early childhood education and child care in order to overcome the current problem of low birth rate. Singapore is implementing systematic early childhood arts education policies to help young children grow up to become global cultural citizens. The research questions are: What is Singapore's early childhood arts education policy and what kind of programs are existing in their early childhood art education in The Playeum and The Art Ground. We conducted a case study after collecting the data by creating field observations and interviewing the officials and staff of these agencies. AS The results of the study, Firstly, The Playeum and The Art Ground have their own standards for early childhood art education programs. Secondly, The Playeum and The Art Ground aim for integrated arts education and their educational goals and content differ from Singapore’s national level of early childhood arts education. Thirdly, the contents of education consist of children’s experiences and activity-oriented programs such as ① creation of self-initiated art activities, ② experience of the installed art works, and ③ participation of arts education program. Fourthly, they plan programs that families can participate together and emphasize the participation of parents. Fifthly, The Playeum and The Art Ground strive to develop and maintain good quality educational programs. To accomplish this, they collaborate with artists, artistic directors, and early childhood arts educators. The results of such a study have the following implications. Korea needs more diverse art education among early childhood institutions, early childhood arts education for parents and teachers will help to sustain the education of early childhood arts and we need to nurture arts education specialists.

싱가포르 국가수준 유아교육과정 탐색

최혜윤(Hye Yoon Choi) 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.8

목적 본 연구는 역량중심 교육과정을 지향하는 싱가포르 유아교육과정을 탐색하며 우리 유아교육과정에 줄 수 있는 시사점을 탐색해 보는 데 목적이 있다. 방법 이를 위하여 싱가포르의 국가수준 유아교육과정 문서를 수집하고 개정 전과 후로 비교 분석하여 특징 및 의미와 시사점을 알아 보는 문헌연구를 시행하였다. 결과 첫째, 싱가포르 유아교육과정은 개정을 통해 유아의 배움에 대한 이해를 확대하였고, 가치-사회정서역량-학습성향을 전면화 하였다. 또한 학습영역을 축소하고 영역 명칭을 변경하였다. 이는 모두 미래사회에 적응하고 변화를 만들어 가기 위해 필요한 학습의 기초를 유아시기부터 형성하고 평생 학습자로서 성장할 수 있도록 하기 위한 결과이다. 둘째, 싱가포르 유아교육과정은 유능한 학습자인 유아의 학습을 강조하고 있으며, 이를 위한 학습경험을 강조하고 있다. 이를 통해 유아의 역량이 형성될 수 있도록 해야 하며 교사의 의도와 역할의 중요성을 지속적으로 강조하고 있다. 또한 유아의 학습이 평가될 수 있는데 관심을 두고 구체적인 학습의 내용과 관찰 가능한 행동을 안내하고 있다. 결론 싱가포르 유아교육과정 탐색을 통해 교육과정 문서에 담을 수 있는 다양한 내용과 구성에 대해 이해할 수 있었으며 내용을 담는 문서의 범위에 대해서도 사유할 필요가 있음을 시사하고 있다. Objectives The purpose of this study was to exlore the Singaporean early childhood education curriculum, which emphasizes competency-based education, and to examine insights that can be applied to our own early childhood education curriculum. A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum before and after its revision. Methods A literature review was conducted comparing and analyzing the characteristics, significance, and implications of the Singaporean early childhood education curriculum documents before and after revision. Results Firstly, through the revision process, the Singaporean early childhood education curriculum expanded its understanding of children's learning, and emphasized values, socio-emotional competencies, and learning dispositions. Additionally, it streamlined learning areas and altered area names. These changes are aimed at laying the foundation for learning essential for adapting to future society, fostering lifelong learners from early childhood, and enabling them to grow. Secondly, the Singaporean early childhood education curriculum emphasizes the learning of competent learners and underscores the importance of learning experiences tailored for this purpose. It emphasizes the formation of children's competencies and consistently stresses the intention and role of educators. Furthermore, it encourages interest in assessing children's learning, providing guidance on specific learning content and observable behaviors. Conclusions Through exploring the Singaporean early childhood education curriculum, insights were gained into various content and structures that can be incorporated into educational curriculum documents. It also suggests the need for reflection on the scope of documents that contain this content.

싱가포르 유아교육-보육의 선진화방안에 대한 고찰

유은영,김지현,현화동,이예숙,김승희 한국영유아교원교육학회 2010 유아교육학논집 Vol.14 No.1

This study examines the Singaporean policy development and implementation of Early Childhood Education and Care(ECEC) service collectively referred to as Pre-school education in Singapore in hopes of proposing some initiatives for Korean ECEC policy development. For this purpose, a comprehensive analysis of Singapore ECEC policy is made with respect to the historical background, legal system, coordinated administration, public-financial support, current child-enrollment, educational curriculum, and teacher-education program in comparison to current Korea ECEC policy. The major similarities of ECEC policies between Singapore and Korea are to develop separately two government auspices to manage each of the kindergarten and child care centers, as well as to be dominated by the private sectors to provide ECEC service. However, Singapore integrates their kindergarten programs with child care center services through inter-ministerial collaboration in early childhood training in Singapore. This is proposed by an inter-agency committee (Steering Committee on Pre-school Education), represented by two directors, one from the Ministry of Education and the other from the Ministry of Community, Youth and Sports. Singaporean major ECEC policy reformations through this committee are the integrated teacher education system, and increasing public financial support up to the level of the other developed OECD countries. From the analysis of the Singapore ECEC policy system, three directions were suggested to improve the Korean ECEC system: a coordinated administrative committee represented by two directors from each of the ministries, increasing official-financial support, and integration of teacher education programs and teacher accreditation system in ECEC. 본 연구는 싱가포르 유아교육 및 보육제도의 선진화 방안을 살펴보고 이를 바탕으로 우리나라 유아교육-보육정책에 주는 시사점을 살펴보기 위한 것이다. 이를 위해 싱가포르의 유아교육-보육발전사, 행정체제, 영유아프로그램과 교사양성제도를 종합적으로 살펴보고 싱가포르 유아교육-보육의 특성을 OECD국가와 비교하여 이해하고자 하였다. 이를 바탕으로 향후 우리나라 유아교육-보육정책 수립을 위해 유아교육과 보육의 통합서비스 제공, 교사 양성기관의 질 관리와 교원자격의 강화와 관련된 시사점을 도출하였다.

Teaching Young Children Values in a Multi-religious Secular Society

Wu Pinhui Sandra(Wu Pinhui Sandra ) 한국공공가치학회 2023 공공가치연구 Vol.5 No.-

Purpose: Singapore is a multi-religious society where the state is secular, and different religions coexist. Values are taught at home and in schools from young. The government has a set of national values that underpin the Character and Citizenship Education which begin from primary education. However, in early childhood education, the national frameworks do not explicitly articulate the values that should be cultivated in children below six years of age up till November 2022, when the revised Nurturing Early Learners Framework is launched and explicate values that should be cultivated at preschool level. Against this diverse sociocultural context, this paper seeks to unpack these values and find out current centre practices on the ground. Method: This paper uses data of a qualitative study where purposeful sampling is used to select research sites and participants according to the various types of operators in the early childhood education landscape. Semi-structured interviews are conducted for data collection and analysed using thematic analysis. The data presented in this paper offers insights to the perspectives of centre leaders who lead and manage centres run by different operator types in a diverse early childhood education landscape. Results: The findings reveal that centre leaders’ interpretations of the values are generally aligned with the framework’s descriptors and uncover the complexity of values as overlaps across values. The study provides insights to current centre practices on values education. Conclusion: The study indicates alignment between leaders’ definitions and understanding of values espoused in the NEL framework and that values education does take place across early childhood development centre types. With the four values explicated for the early childhood education landscape, there is greater clarity on the values that should be cultivated in young children from young.

Values Education in Singapore s Early Childhood Context

Wu Pinhui Sandraa 한국공공가치학회 2021 공공가치연구 Vol.1 No.1

Early childhood spans from birth to eight years of age, comprising preschool and lower primary levels in Singapore. Preschool education begins from birth to six years, after which children enter primary school at the age of seven. This paper discusses values education in the first eight years of children s lives in both preschool and primary school contexts. It analyses the Early Years Development Framework and the Nurturing Early Learners: A Curriculum Framework for Kindergartens at preschool level, and Character and Citizenship Education at primary level, and examines how these frameworks affect values education and contribute to the moral development of young children in Singapore.

The ECE Landscape in Singapore: Analysis of Current Trends, Issues, and Prospect for a Cosmopolitan Outlook

Pei-Wen Tzuo 환태평양유아교육연구학회 2010 Asia-Pacific journal of research in early childhoo Vol.4 No.2

This critical analysis essay investigates the recent trends and issues of Early Childhood Education (ECE) in Singapore by triggering a cosmopolitan outlook for the future. Trends are introduced by reviewing recent government initiatives. Issues are examined by analyzing and incorporating the related scholarly studies and my exploration of teachers’ reflections about such changes. The critical analysis is made with multiple discourses to interpret trends and issues in Singapore. These trends include inquiry-based learning, child-centeredness, and teachers as reflective thinkers. The issues consist of teachers’grappling to adapt to the local traditions of efficiencyand standardized-oriented education for the global trends. The future landscape argues for adopting cosmopolitanism, instead of being “universalized” in a narrow way (which is standardized and homogenized by the worldwide views; usually dominated by the western perspectives only). In globalization, cosmopolitanism prevails in both a local context and foreign cultures through emphasizing education as an evolving process to uphold the local traditions and be open to the new possibilities. A cosmopolitan outlook including a cosmopolitan teacher and cosmopolitan ECE is argued and proposed for the future landscape by drawing upon Hansen’s (2010), Luke (2004), and Popkewitz’s (2003, 2007) works.

Exploring the Private and Public Spheres of Values Education in Singapore through a Perception Study

Wu Pinhui Sandra,Candice Goh 한국공공가치학회 2022 공공가치연구 Vol.3 No.1

Purpose: This paper explores the role of parents and schools in the private and public spheres of values education in early childhood and investigates parents’ perceptions and expectations of their role and the role of schools in their children’s moral and character development. It examines parents’ desired values for children in relation to the refreshed Character and Citizenship Education curriculum that is taught in Singapore primary schools, and other factors of influence that affect early morality. Method: This research project uses a mixed method design that draws upon data from a survey and focus group discussion to investigate values education in the home and school contexts. Using thematic analysis, seven major themes emerge from the findings to reveal parents’ perceptions and expectations of schools in cultivating desired values in their children. Results: The findings indicate that parents see themselves as the first educator of their children and schools play a secondary role in the values education of their children. Overall, parents are satisfied with the quality of values education their children receive. Conclusion: Parents and schools are integral to inculcating values and developing children’s character from young, which points to the importance of establishing a collaborative partnership for effective values education to take place at home and in school.