유·초등 연계교육에 대한 우리나라와 미국의 유아교사와 초등교사의 인식 비교

다국어 초록 (Multilingual Abstract)

The purpose of this research was to compare the kindergarten and elementary school teacher's perceptions on the continuity of early childhood and primary education in Korea and USA. The subjects were 833 kindergarten and elementary school teachers. The instrument used in this study was questionnaire developed concerning the perceptions on educational continuity, and the data were analyzed using t and F tests.
The results of this study were summarized as follows: First, the US kindergarten teachers showed higher degrees of perception in knowing the definition, aims, necessity, and practice of the educational continuity and the curriculum of the counterpart than Korean kindergarten teachers. Second, there was no significant difference in the perceptions of the Korean and the US elementary school teachers in most areas. Third, in Korea, elementary school teachers showed higher degrees of perception in knowing the definition, aims, and practice of the educational continuity and the curriculum of the counterpart than kindergarten teachers. Fourth, there was no significant difference in the perceptions of the kindergarten and the elementary school teachers in USA.
These results imply that teachers' perceptions on the educational continuity between
kindergarten and elementary school can be enhanced by formalizing early childhood education.