장애통합보육을 실천하는 교사의 어려움과 제도적 방안연구

김태윤,심윤희 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.18

Objectives The purpose of this study is to identify the challenges of implementing integrated childcare in public childcare centers for infants and toddlers with disabilities and to identify institutional measures to implement integrated childcare. Methods Face-to-face interviews were conducted with three disability childcare teachers working in state-run integrated childcare centers in Seoul and Gyeonggi-do, and non-face-to-face interviews were conducted with three early childhood specialists to collect and analyze the data. Results The difficulties of teachers practicing disability integrated childcare are, first, the diversification of qualifications for teaching infants and toddlers with disabilities, and second, the lack of education and training opportunities for disability integrated childcare teachers. Third, they are faced with admission criteria that is inconsiderate of the childcare facility, and fourth, the therapeutic importance for children with disabilities is overlooked. The institutional measures to improve the quality of disability integrated childcare are: first, reforming childcare programs to strengthen professionalism; second, establishing an integrated childcare advisory system linked to cooperative institutions, industries and government; and third, establishing customized integrated childcare operation standards. Conclusions This study is meaningful in that it suggests institutional measures to improve the quality of integrated childcare for infants and toddlers with disabilities through the voices of childcare teachers and early childhood specialists. It recommends further research that combines a qualitative study that conveys various voices of integrated childcare and a survey on the operational and physical environment to improve the quality of integrated childcare.

유보통합에 대한 예비유아교사의 인식조사

권세경 한국보육학회 2023 한국보육학회지 Vol.23 No.4

Objective: The purpose of this study is to analyze the awareness of pre-childcare teachers on the integration of early education and childcare and provide fundamental data for achieving such integration. Methods: Questionnaires were sent 400 pre-childcare teachers and collected 131questionnaires. The collected materials were used by the SPSS 25.0 Program to interpret the questionnaire’s frequency and percentage. And in order to investigate the differences in each variable, χ2-test was conducted. Results: First, prospective pre-childcare teachers recognize the necessity of integration of early education and childcare as necessary to improve the quality level of early childhood education. It is recognized that unification of the teacher training system and certification is necessary first for integration of early education and childcare. Second, prospective pre-childcare teachers are more likely to perceive negatively the possibility of integration of early education and childcare. This is because the conflict was highlighted due to conflicts of interest between related parties in the process of withholding integration, and it did not present serious concerns and opinions on withholding integration of early education and childcare. Third, prospective pre-childcare teachers recognize that it is important to identify the cause of the impulse to understand and expand consensus among related parties through a integration of early education and childcare method. As an improvement, it is recognized that the pre-childcare teacher training period should be unified, and this should be done at four-year universities or higher. Conclusion/Implications: Pre-childcare teachers' perceptions of integration of early education and childcare differed from those of childcare teachers in previous studies, But their perceptions that public education should be conducted are the same. Pre-childcare teachers are a resource that will be in charge of future early childhood education, and it is a very important and necessary process to find out the perceptions of pre-childcare teachers about how to achieve integration of early education and childcare.

유아교육과 보육의 통합 방안 고찰

고민경(Koh Min kyoung),권건일(Kwon Kun IL) 한국유아교육·보육복지학회 2007 유아교육·보육복지연구 Vol.11 No.3

  본 연구의 목적은 유아교육과 보육의 통합 필요성과 유아교육과 보육의 논의점에 따른 통합을 위한 과제와 그에 따른 방안을 고찰해 보고자 한다. 우선 우리나라 유아교육과 보육의 현황과 변천과정, 유아교육과 보육에 있어 OECD 국가의 동향, 스웨덴의 단일 부처의 통합사례와 일본의 인정어린이원의 통합 사례, 싱가포르의 교사양성제도의 통합사례를 살펴보았다. 또한 그동안 유아교육과 보육의 통합화 논의 과정에서 제기된 통합구축모형방안과 그 선결과제로 제기된 유치원과 보육시설의 서비스 기능 조정과 통합, 교사양성 및 자격제도의 통합, 관리감독 및 재정지체계의 통합에 대한 내용을 정리해 보았다. 결론적으로 유아교육과 보육의 통합은 유아교육과 보육시설의 목적과 기능상의 문제, 유아교육법과 영유아보육법의 중복으로 인한 비효율성 문제, 유아교육과 보육의 재정지원체계의 비형평성 문제를 해결할 수 있으며 그에 따른 과제로 통합을 위한 법률, 행정, 교사자격, 교육조건, 교육과정 통합 분과를 제시하였다. 시대적 요청인 유아교육과 보육의 통합이 진정 유아를 위한 통합이 되기를 바라는 마음 간절하다.   In response to the necessity of integrating early childhood education and childcare and discussions on early childhood education and childcare, the present study purposed to examine tasks and methods for the integration. First, we studied the current state and history of early childhood education and childcare in Korea, the trends of early childhood education and childcare in OECD countries, the cases of integration in Sweden and Injeong Childcare Center in Japan, and the case of teacher education system integration in Singapore. In addition, this study reviewed the plan of integrated structure model proposed in the course of discussion on the integration of early childhood education and childcare and suggested preconditions such as the adjustment and integration of service functions of kindergartens and childcare facilities, the integration of teacher education and qualification systems, and the integration of supervisory and financial support systems. In conclusions, the integration of early childhood education and childcare can solve problems in the purposes and functions of early childhood education and childcare facilities, inefficiency resulting from the redundancy between the Early Childhood Education Act and the Infant Care Act, inequality in financial support systems for of early childhood education and childcare, etc. Thus, we suggested areas to be integrated including law, administration, teacher qualification, educational environment and curriculum. It is earnestly hoped that the integration of early childhood education and childcare required today is genuinely for young children.

육아종합지원센터의 역할 및 기능 탐색: 유보통합에 관한 보육전문요원과 센터장의 심층 면담을 중심으로

윤경미 한국에듀테인먼트학회 2023 에듀테인먼트연구 Vol.5 No.4

The purpose of this research is to investigate the delivery system and role of Metropolitan, Provincial, and District Childcare Support Center that plays the pivotal part of childcare, in the 1st step of a discussion about integration of early childhood education and childcare. To attain such a purpose, this study conducted in-depth interview of five childcare professionals and childcare center heads, to analyze based on all the pertained data. The research results are as follows. Firstly, childcare support centers play a crucial role in supporting high-quality education in early childhood education institutions. They perceive activities such as childcare consulting and support for substitute teachers as the most significant and vital aspects of nursery business. Secondly, during the integrated childcare period, childcare support centers experienced operational changes, and they anticipated that these centers would function as organizations supporting childcare under the Ministry of Education, maintaining their existing functions and roles. Additionally, childcare specialists and center directors expressed the expectation for the establishment of a delivery system within the local community that can provide detailed and close services efficiently and stably. Thirdly, during integrated childcare, childcare support centers acknowledged the need to support various re-education programs for teachers and directors, who are members of both detailed childcare support and early childhood education institutions, to enhance their capabilities.

유보통합에 관한 시·군·구육아종합지원센터의 기능 및 역할에 관한 질적연구

윤경미(Kyoug-Mi Yun) 한국유아교육·보육복지학회 2023 유아교육·보육복지연구 Vol.27 No.4

본 연구는 육아종합지원센터의 역할과 기능을 돌아보고 새로운 시대적 흐름인 유보통합 시 육아종합지원센터의 기능과 역할 재정립을 위한 방향을 알아보기 위해 영유아 자녀를 둔 부모, 보육교사, 원장 10명을 심층 면담하여 자료를 수집하고 분석하였다. 분석한 결과 첫째, 부모들은 가정양육지원에 대해 시간제 보육 서비스를 가장 만족하고 필요한 사업으로 인식하고 있었으며, 유보통합 시 영유아교육기관의 교육과 돌봄의 질을 높일 수 있는 지원을 효율적으로 수행할 수 있는 전문기관으로서의 역할을 수행하길 기대하고 있다. 둘째, 보육교사들은 맞춤형 컨설팅 지원, 힐링 프로그램, 대체교사 지원에 관해 만족하고 필요한 사업으로 인식하고 있다. 셋째, 원장은 대체교사, 보육교직원 교육, 부모교육, 상담사업을 만족하였으며 이러한 지원은 교사와 부모가 성장한다고 인식하였다. 유보통합시 시군구육아종합지원센터의 지리적 접근성과 편의성의 강점을 이용하여 기존 보육교사의 자격 부여에 관한 재교육 과정이 필요하며 보육교사의 전문성을 강화할 수 있는 교육 지원을 기대하고 있다. 본 연구는 유보통합이 시작된 시점에서 지역 내에 영유아 가정 및 영유아교육기관에 다양한 서비스를 효율적으로 전달 할 수 있도록 육아종합지원센터의 기능 및 역할의 방향을 제시하였다는 점에서 연구의 의의가 있다. ThisIn this study, 10 parents of infants and young children, child care teachers, and directors were surveyed to look back on the roles and functions of childcare support centers and to find out the direction for re-establishing the functions and roles of childcare support centers in the new era of integration of early childhood education and childcare. The analysis results are as follows. First, parents are most satisfied with the part-time childcare service for home childcare support, recognized it as a necessary project and expect that it will fulfill its role as a professional organization that can efficiently provide support to improve the quality of education and care of infant education institutions when early childhood education and childcare are integrated. Second, childcare teachers are satisfied with customized consulting support, healing programs, and substitute teacher support and recognize them as necessary projects. Third, directors are satisfied with substitute teacher and childcare staff training, parent education, and counseling projects, and perceived that childcare teachers and parents are growing through various supports. Integration of early childhood education and childcare requires a retraining process for qualification of existing childcare teachers by taking advantage of the geographical accessibility and convenience of si/gun/gu childcare support centers, and educational support to strengthen the expertise of childcare teachers is expected. This study is significant in that it suggests the direction of the functions and roles of childcare support centers so that various services can be efficiently delivered to infant families and infant education institutions in the region at the time when the integration of early childhood education and childcare began

영유아보육법과 유아교육법의 통합방안에 관한 연구

황성일,김선희 건국대학교 법학연구소 2023 一鑑法學 Vol.- No.54

With the enactment of the Child Care Law and the Early Childhood Education Law, childcare and early childhood education in Korea has acquired a status as an independent system. It is the result of continuously, repeatedly, and additionally carrying out their own policies under the support of the law. The heterogeneity of the two systems targeting infants and young children has resulted in violation of the right to receive equal care and education on the infant side, and hindering the convenience of childcare and education service use on the guardian side. The reason for the dualization of early childhood education and childcare lies in the dualization of the law. As the child care system and education system are forced and continued to be separated by law, the dual structure becomes stronger. It is necessary to break down the established dualistic system and create a single, easy-to-use system that provides homogeneous services. In other words, the integration of early childhood education and childcare should be achieved. It is considered that presenting an integrated law on early childhood education and childcare is an essential method of integrating early childhood education and childcare. The targets for integration are the Child Care Law and the Early Childhood Education Law. In particular, it is urgent to unify the parts related to costs such as free childcare and free education, the qualifications and training system of teachers, the operation of facilities, the age and operating hours of use, and the parts of competent administrative agencies. This study is the result of recognizing the necessity of enacting a single law to prevent the dualization of laws that trigger the dualization of early childhood education and childcare for the integration of early childhood education and childcare. By analyzing laws and integration strategies related to childcare and early childhood education in Korea, Japan, and Taiwan, which belong to East Asian countries with similar cultures and academic systems, we will propose an integrated method of child care and education in Korea. 영유아보육법과 유아교육법의 제정을 계기로 우리나라 영유아보육과 유아교육은 독립적 제도로서 각기 독자적 영역을 구축하기에 이르렀다. 법률의 뒷받침 속에 지속적, 반복적, 추가적으로 자신만의 정책을 단행한 결과다. 이러한 과정을 통하여 양 제도는 완전히 다른 시스템으로 이질화되었고 그 부작용이 나타나기 시작했는데, 영유아에게는 보육과 교육을 균등하게 받을 권리를 침해 하였으며, 보호자 측면에서는 보육이나 교육서비스 이용의 편리성을 저해하는 결과를 가져왔다. 유보이원화의 원인은 법률의 이원화에 있다고 생각한다. 보육제도와 교육제도는 개별적으로 존재하는 서로 다른 법률에 의하여 강제적, 계속적 분리가 일어나면서 이질적 이원화 구조가 생성되고 강고해져 가기 때문이다. 고착된 이원적 제도를 개선하여 균질의 서비스가 제공되는 이용하기 쉬운 단일한 제도를 마련할 필요가 있고 그 수단은 유보통합이라고 생각한다. 따라서 영유아 보육과 교육에 관한 통합법률안을 제시하는 것이 가장 실질적으로 유보통합을 이룩하는 방안일 것이다. 유아교육지원특별회계법, 장애아동복지지원법, 남녀고용평등과 일·가정 양립 지원에 관한 법률 등 영유아보육과 유아교육에 관한 법률이 적지 않지만, 우리나라 영유아의 보육과 교육의 중심법이자 준거법으로 기능하고 있는 영유아보육법과 유아교육법이 통합의 대상이라 할 것이다. 특히 무상보육과 무상교육과 같은 비용 관련 부분, 교사의 자격 및 양성체제 부분, 시설의 운영관련 부분, 이용연령과 운영시간, 관할 행정기관 부분의 단일화가 시급하다. 본 연구는 유보이원화를 촉발시키는 주된 요인을 법률의 이원화로 판단하고 하나의 법률로써 영유아보육과 교육제도를 운용하는 것이 궁극적인 유보통합을 달성하는 길이라는 것을 인식한 결과다. 같은 동아시아권에 속하면서 유사한 문화와 학제를 가지고 있는 한국, 일본, 대만의 영유아보육과 교육에 관한 법제와 통합전략을 분석하여 우리나라 영유아 보육과 교육의 통합을 위한 단일한 법률의 제정 방안을 제안하기로 한다.

동아시아 3개국의 유보통합에 관한 연구 - 한국, 일본, 대만의 법제를 중심으로 -

황성일,김선희 전북대학교 동북아법연구소 2023 동북아법연구 Vol.16 No.4

On January 14, 1991, The Amendment of Child Care Act was enacted, and the early childhood education law was enacted on January 29, 2004, and early childhood education and child care in Korea were institutionalized as a complete legal system. This dualization of education and childcare leads to individualization of the relevant ministries, and it is difficult to provide systematic support for education and childcare. This dualization of education and childcare leads to the individualization of the relevant ministries, and it is difficult to systematically support education and childcare. the qualitative deviation of the education and childcare of infants and toddlers according to different teaching qualifications and selection methods, and the current law applies to kindergartens and daycare centers, which are subject to separate facility standards, resulting in administrative and financial interests and the inconvenience of parents. There are side effects such as the difference in education costs per person according to the difference between kindergartens and daycare centers, and other side effects such as the cause of inequality. The government, which was launched on May 10, 2022, declared the implementation of the integrating early childhood education and care on January 1, 2025, but it has been more than 30 years since the child care law was created separately from the moment when the child care law was created. In order to integrating early childhood education and care, the relevant laws, relevant ministries, teacher qualification and selection system, working conditions such as teacher status, integrated curriculum, facility standards, etc. must be unified. It results in the consolidation of the underlying legislation. The fundamental solution to the reserve is the integrated law of the Early Childhood Education Act and the amendment of child care act, but now Korea is only attempting partial policy integration without unification of both laws. This study diagnosed that the cause of the reservation unification system is the dualization of the legal system that repeatedly and continuously fixes the divided system, and the most effective alternative to eliminate the inefficiency of the early childhood education and childcare system caused by the reservation unification is theintegrating early childhood education and care. By analyzing the early childhood education, childcare, and integrating early childhood education and care in three East Asian countries, including Korea, Japan, and Taiwan, the principles to be considered when combining the systems are derived, and Korean legal integration plans are presented. 1991년 1월 14일에 영유아보육법이 제정되고 2004년 1월 29일에 유아교육법이 만들어지면서우리나라에서 유아교육과 영유아보육은 완전한 법적 이원화 체제로 제도화되었다. 이러한 교육과 보육의 이원화는 소관부처의 개별화로 이어지고, 교육 및 보육에 대한 체계적 지원이 곤란하다는 점, 서로 다른 교사자격과 선발방식에 따른 영유아 교육과 보육의 질적 편차 발생, 현행법상유치원은 학교, 어린이집은 보육기관이기 때문에 별도의 시설기준을 적용, 유보이원화에 의한행정적⋅재정적 이원화와 부모의 이용불편 초래, 유치원과 어린이집 대상연령의 차이에 따른1인당 교육비 차이 등의 불평등 야기 등과 같은 부작용을 수반한다. 2022년 5월 10일 출범한정부가 2025년 1월 1일 부로 유보통합의 시행을 선언했지만 영유아보육법이 따로 생기는 순간부터 아동의 교육과 보육에 대한 일원화 요구가 있었다고 보면 유보통합은 30년이 넘은 과제이다. 유보통합을 위해서는 근거법령과 소관부처, 교사자격 및 선발제도, 교사의 신분 등 근무조건, 통합교육과정, 시설기준 등을 하나로 하여야 하나 이 모든 것들은 제도의 일원화로서 법률에의해서만 가능하므로 통합의 핵심은 근거 법령의 통합으로 귀결된다. 유보이원화의 근본적인해결책은 유아교육법과 영유아보육법이라는 개별법 체제를 통합법률로 꾸리는 것이지만, 현재우리나라는 양 법률의 단일화는 이루어지지 않은 채 부분적 정책통합 만을 시도하고 있을 뿐이다. 본 연구는 유보이원화 체제의 원인은 갈라진 제도를 반복적, 계속적으로 고착시키는 법제의이원화에 있다고 진단하는 한편 유보이원화가 일으키는 유아교육과 영유아보육 제도의 비효율성을 삭제 할 수 있는 가장 효과적 대안은 유보통합이라고 파악하였다. 이에 지리적, 사회⋅경제적 여건과 유사한 학제를 가지고 있는 한국, 일본, 대만 등 동아시아 3개국 아동의 교육과 돌봄현황과 유보통합 상황을 분석하여 제도 통합시 고려해야할 원리들을 도출하고 이를 기반으로우리나라 법제 통합방안을 제시한다. 아울러 이러한 본고의 취지는 대만 외에는 유보이원화체제를 유지하고 있는 동아시아 국가들의 유보통합에도 공헌할 것이라 생각한다.

유보통합에 대한 연구동향 분석: 2013년~2022년 7월까지의 논문을 중심으로

이선애,강혜경 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.3

Objectives The purpose of this study is to analyze research trends related to integration of kindergartens and day care centers from 2013 to July 2022, and to seek the overall direction of consolidation of kindergartens and pre-kindergartens. Methods The data to be analyzed in this study were searched for the keyword ‘integration of kindergartens and day care centers in domestic academic portal sites such as the National Assembly Library, RISS, DBPIA, and KISS, and published annually, focusing on 80 theses and theses related to integration of kindergartens and pre-kindergartens in academic journals. The current status, research type, research subject, academic field, and research topic were analyzed. The frequency and percentage were calculated using the Excel program for the collected data, and reliability analysis inter coders was used to analyze the subject of the same paper to increase the validity and reliability of the study. Results Looking at the results of the study, first, as for the publication status by year related to integration of kindergartens and day care centers, researches were most actively conducted in 2015 and 2017, and journal thesis papers were generally more conducted than theses. Second, in the case of research type, theory/documentary research and survey research were most actively conducted, while mixed research combining quantitative and qualitative research was found to be very insignificant. Third, as a result of examining the subjects of the study, most of the studies were conducted on childcare teachers on recognition of integration of kindergartens and pre-kindergartens and other studies on domestic integration policies and cases of integration of kindergartens and day care centersr abroad, as well as parents and daycare center directors, were conducted. Studies that investigated integrated cognition were identified. Fourth, most of the papers related to the integration of kindergartens and day care centers were made in education, and it was identified that some of them were also conducted in sociology. Fifth, as for the research topic, relatively active studies have been conducted to review the recognition of integration of kindergartens and day care centers, criticize/discuss domestic integration policies with integration of kindergartens and day care centers, consider cases of consolidation with kindergartens and pre kindergartens abroad, and suggest the development direction of domestic consolidations policies. Conclusions In conclusion, domestic research trends related to integration with kindergartens and day care centers tend to focus on criticism and discussion of recognition of integration and policies for integration and studies that consider cases of consolidation abroad. This suggests that specific discussions and tendencies should be presented.

유보통합의 지향점에 대한 고찰

조부경 ( Cho Boo-kyung ),고영미 ( Go Young-mi ),임수진 ( Lim Soo-jin ) 한국유아교육학회 2022 유아교육연구 Vol.42 No.6

ECEC integration has been a long-standing task in the field of early childhood education in Korea. Discussions are actively taking place again, as the new government proposed ECEC integration as a national task in 2022. However, to implement the ECEC integration policy, reflection on the essence and meaning of integration, such as 'what is the integration for' and 'who is the integration for' must be preceded. Therefore, this study analyzed the legislation on early childhood education, childcare, and previous studies. Based on this, the direction of ECEC integration was discussed. As a result of analyzing the legal changes related to early childhood education and childcare of the past, it was found that even though there was sufficient conceptual agreement from the beginning that education and childcare should be addressed together, statutes were enacted and revised according to policy demands or circumstances, and dualization has continued. The following three directions were discussed to solve these problems and implement a desirable ECEC integration. First, to ensure equality, best interests, and continuity of experience for all young children, timely education, and not early education, should be provided through the establishment of the '0-5-year-old' young children's school system. Second, a care-based education which integrates education and childcare should be provided. Third, the integration should be based on ensuring expertise suitable for young children. Therefore, the policy initiatives should be based on the premise of ‘ECEC integration for young children’ and efforts must made to establish a basic academic system for the 0-5-year-old, where the uniqueness of young children is respected.

Developing Models to Integrate Early Childhood Education and Childcare in Korea

Ock Rhee,Eunseol Kim,Nary Shin,Mugyeong Moon 육아정책연구소 2008 International Journal of Child Care and Education Vol.2 No.1

The aim of this study is to explore models for integrated policies and systems of early childhood education and childcare in Korea. We proposed five prospective models and offered a possible roadmap toward the integration of administrative systems. The roadmap was constructed after obtaining feedback from professionals in the fields and by evaluating the advantages and limitations of each of the prospective models that were developed. After identifying significant disagreements among stakeholders, we recommended a roadmap for integration which could minimize the conflicts among key groups. We presented specific tasks to explore before undertaking the administrative integration. The suggested tasks included integrating the two existing committees of early childhood education and childcare under the supervision of the Prime Minister, accommodating the functions of kindergartens and childcare facilities, integrating teacher training and qualification systems, and equalizing public financial support and regulatory systems between the two sectors.