유아교육과정 및 누리과정 연구동향 분석 : 2007년∼2017년을 중심으로

This study reviewed 283 research studies on early childhood curriculum, published in Korean Journals from 2007 to 2017. We investigated characteristics of research trends in early childhood curriculum for the past decade, comparing two separate periods before(2007∼2011) and after(2012∼2017) the Nuri curriculum implementation. Each article was analyzed in terms of its subject, methodology, and research area, which were coded into pertaining subcategories. Results showed that first, the number of research studies rapidly increased in 2013 and 2014. Contents(67.5%) and teachers(24.0%) in subjects, quantitative methodologies(59.0%) and literature review(23.7%) in methodologies, and curriculum guidelines for teachers and textbook analyses (55.5%) and professionalism(22.6%) in research areas were the subcategories that researchers dealt with the most in each category. Second, in comparing two periods we found that the average number of papers published during the second 6 years(2012∼2017) was more than twice as many as it was during the first 5 years(2007∼2011). It also showed that ‘contents’, ‘quantitative methodologies’, and ‘curriculum guidelines for teachers and textbook analyses’ were the subcategories that researchers dealt with the most in each category during the second period(2012∼2017). The findings were discussed in terms of the reasons for and the characteristics of placing too much disproportionate emphasis on particular areas in performing early childhood curriculum research in Korean contexts.