유아교육에서의 잠재적 교육과정 탐구 = Study on Hidden Curriculum in Early Childhood Education

다국어 초록 (Multilingual Abstract)

Despite the ambiguity of its concept, the hidden curriculum is currently discussed as a major education element that cannot be overlooked because of its influence on students in the classroom regardless whether that influence is positive or negative. This study defines the hidden curriculum as the curriculum of a different concept hidden behind the manifest curriculum and analyzes how the hidden curriculum exists in early childhood education. The positive or negative influences experienced by young children according to the various physical, human environments as well as the operation method of the early childhood education institution were considered to be the hidden curriculum. The interactive experiences with teachers or peers that significantly influence individual young children were discussed as the hidden curriculum. The hidden curriculum elements that exist behind such early childhood education curriculum key concepts as child-centric education, play-centric education, individual education and developmental appropriate education are analyzed from a critical perspective.
This study indicates that early childhood education presents elements that make young children more susceptible to hidden curriculum because early childhood education encourages the young child to form knowledge and to learn on its own through free play and interaction with diverse and rich environment. The critical analysis of the hidden curriculum in early childhood education also presented a new perspective on the manifest curriculum, which is so often taken for granted. The study emphasizes the need to place greater importance on the hidden curriculum in the early childhood education context.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 잠재적 교육과정의 개념
• 1. 일반적 교육과정에서 본 잠재적 교육과정
• 2. 유아교육과정에서 본 잠재적 교육과정
• Ⅲ. 유아교육에서의 잠재적 교육과정
• 1. 물리적 환경
• 2. 교사, 유아 상호작용
• 3. 제도 및 운영
• Ⅳ. 결론 : 잠재적 교육과정의 교육적 의미