국제화에 따른 사회 문화적 측면에서의 한국 유아교육

다국어 초록 (Multilingual Abstract)

Korean early childhood education, in the socio-cultural perspective, is in a period of challenge and transformation in various ways. Among them, internalization is the main factor in these challenges. In order to provide a qualitative educational environment, it is a necessary condition that the changed consciousness of Korean society must link with the mainstream of international society. Under these considerations, the purpose of this study was accomplished by asking, the following four basic questions which have extracted to meet the needs of connecting with the mainstream of international society. 1. Internationalization!- What could be changed? 2. What are the realities of educational practices which are related to internationalization? 3. Is it possible to pinpoint some types of educational criteria which are suitable to apply in Korea? 4. What could Korean educational tasks be in preparing for internationalized early childhood education? As a result, the progress of internalization might have effects in changing the power of a nation`s sovereignty, and further enhance the complexity and diversity of the children`s experiences. Such changes suggest we revise the roles of traditional education and require the new cognitive structures and thinking systems which are related to the formation of Korean public education. Furthermore, the education for young children in preparing internalization should be concerned about how to structure classrooms for international understanding. This task concentration on concern new approaches to the education of young children by linking openness and diversity in the classroom. The processes of education have to be restructured according to the new perspectives in providing educational experiences for young children. Consequently, it might be. necessary to revise the educational goals, contents and teaching methods in order to prepare for the progress of internalization.