유아경제교육에 대한 교사의 인식에 관한 연구

Abstract

Based on the findings, this study drew the following conclusion: First, most of the responding early-children educational teachers were feeling the need for economic education for children regardless of their background factors(workplace, career background, educational background and age). More than half of the teachers were perceiving the methods of saving and recycling as the objective of children's economic education regardless of all background factors. This indicates that the methods of saving and recycling is the activation method of economic education that children can most easily approach in their daily life. Second, the survey on the presence or absence of children's economic education showed that more than half of the respondents conducted economic education and the teachers in the kindergarten conducted children's economic education more than those in children's home. As for the method of conducting children's economic education, more than half of the respondents were conducting children's economic education with a focus on a specific theme. And it was found that over half of the early-children educational institutions had no annual plan about children's economic education. On the one hand, it was found that the biggest reason why they did not conduct children's economic education was the lack of data and knowledge about it and the ignorance of its educational method. These results showed that the responding teachers keenly felt the need for children's economic education. On the other hand, the absence of the method to collect information on children's economic education was pointed out as a problem. Third, it was found that the responding teachers perceived the contents of children's economic education in the orders of saving, deposit and article purchase with no significant difference in it according to their background factors. They showed the importance of the effective educational method related to children's economic education in the orders of experiential activity such as learning by inspection and bazaar, talking, listening to fairy tale and role playing. The teachers in children's home showed it in the orders of talking, listening to fairy tale, experiential activity and role playing. But the teachers in the kindergartens showed it in the orders of experiential activity, talking and role playing. This indicates that the kindergarten teachers tended to provide economic education for children with a focus on the method of children-centered experiential activity Fourth, the survey of teachers' perception on children's economic education in linkage with the home revealed that more than half of the respondents did not provide economic education for children in linkage with the home. It was found that the kindergarten teachers provide economic education for children in linkage with the home more than those in children's home. Seeing that children's economic education is effective when education in the early-childhood educational institution is linked with the home, it is necessary to provide economic education for children in linkage with the home so as to increase its effect. Fifth, it was found that the responding teachers commonly perceived the lack of teachers' knowledge and information on children's economic education as the problem in conducting it. Most of the teachers responded that they got information on it through the collected data of educational activity and monthly magazines. In conclusion, it is thought that it is necessary to develop a diversity of teaching-learning data and programs and provide teachers with them in relation to children's economic education so that children may cope with changing economic needs in rapidly changing contemporary society.