The purpose is to examine the development history of private kindergartens in Korea from 1980 (referred to the 5th Republic Government) to 2008 (referred to the Participation Government) and to suggest their present problems and direction to go based on the examination. According to this, some specific matters are followed: 1. How big did the size of private kindergartens in Korea become from 1980 to 2008? 2. How were their systems changed? 3. What changes were there in their administrative, financial terms? 4. What matters do persons concerned or experts in Korean private kindergartens tell? The subjects of this study were experts and persons concerned in Korean private kindergartens who can testimony their history since 1980. The subjects were selected as persons who are familiar with the development process of private kindergartens since 1980 in their Lawivity fields. The subject group was composed of the officials in the Ministry of Education, the junior supervisors, the experts in early childhood education directly/indirectly related to governmental policies or relevant institutions, teachers in private kindergartens and relevant others. For secure the most suitable subjects, following process was carried out: First of all, researcher(s) called some related persons such as the officials in the Ministry of Education, junior supervisors, professors, former/present executives in Korean Private Kindergarten Association, former/present teachers in private kindergartens, chief teachers, directors. After examining this study's tile, purpose and short summary, the researcher(s) collected their opinions and selected the first(1st) subjects. And the researcher(s) picked out the second(2nd) subjects from the candidates list recommended by the 1st selected ones except the duplicated persons. To recognize the selected persons' objectivity and importance, the researcher listened to the experts or persons concerned in private kindergartens, and set 20 of all the candidates as final subject of this study. After that, researcher(s) collected supplementary data through the direct visiting, questioning, counselling and calling for the supplement questioning after the visit. To study the relevant literature, this study analyzed 14 s of 3 theses and 11 s related to the private kindergarten, relevant record of National Assembly, the articles of Korean Educational Paper, the Korean Educational Yearbook, educational statistical data and unpublished data of the Ministry of Education, the data in KEDI(Korean Educational Development Institution), Korean Children Raising Association, SETI(Seoul Educational Training Institution), Korean Private Kindergarten Association, and various publications & s. The process of this study was carried out according to the following 4 steps: First step was to recognize present problems. And next step was to establish a model after collecting some literature about private kindergarten in Korea. The third(3rd) step was to establish the target of literature. Final step was to counsel some experts and concerned persons and to analyze their opinions. The present problems suggested by the experts and concerned persons are summarized as follows. First, the teaching-personnel expenses in the private kindergarten must be expanded. Second, Whole changes and supplements in 'The Early Childhood Educational Law' are necessary. Third, as small kindergartens are difficult in their running but large ones increase their sizes, the polarization of private kindergartens must be solved. Fourth, the normalization of the educational curriculum in private kindergartens must be achieved. Fifth, the conflict relation between national kindergartens and public ones must be solved. Sixth, the differentiation system of the early childhood education and raising children is a task to be overcome. The result of this study is as follows: First of all, this study got following results by analyzing the changes of education size in private kindergartens. After first established on the basis of the Early Childhood Educational Development Comprehensive Plan in 1982(during the 5th Republic Government), the private kindergarten filed quantitatively expanded showing a big increase rate of 4.5 times, 9.3 times respectively in the number of kindergartens, classes from 1980s to 2007. Especially, in the seven years from 1980 to 1987, their explosive, quantitative growth became a very important turning point that private kindergarten education was changed the special education for small numbers of young children into the comprehensive one for many youngs. Such explosive growth can't be found before and since the period. Also, high entrance rate of private kindergartens at that time provided the driving force to request the systemic, administrative and financial support such as the becoming public of early childhood education, the providing free education under 6 year-old children and the financial support to all-day classes in kindergartens, teaching-personnel expenses to the nation. Second, there are results analyzing the systemic changes in private kindergartens as follows. In the period of the 5th Republic Government, establishing the relevant laws like the 'Childhood Education Development Comprehensive Plan' and 'The Childhood Educational Development Law' set the system to develop private kindergarten quantitatively, qualitatively. Also it had the meaning the first national interference. The systemic change in the period of the 6th Republic Government also brought the quantitative expansion of private kindergartens, which was resulted from the transforming 979 public kindergartens into private ones. The transformation was possible because of moving the department responsible to supervise 1647 public kindergartens among 1962 members of Saemaeul Kindergartens into the Ministry of Education. In the amended educational laws, the legal foundation for under 4 year-old children to enter private kindergartens was set. In the same year, the amendment of 'The Early Childhood Educational Development Law' created the cost support article, the first legal article to specify financial support to private kindergartens. In the period of 1993~1998(referred to Cultural People's Government), 'The Teacher Qualification Certification Law' was amended. As the result of that amendment, substantial under-qualified persons, 77% of all the principals of the private kindergartens legally acquired the principal certification license. In 1995, the amendment of 'The Education Law' created the system for 6 year-old children to enter the elementary school, but its real effect was insignificant. In the period of People's Government, the systems related to private kindergartens like the general amendment of 'The Early Children Educational Development Law' and free education for 6 year-old children were relevant to social atmosphere at that time hit by the foreign currency crisis of IMF 1997. Therefore, People's Government naturally researched the way to reduce the kindergarten cost of parents with children, leading to make the public education of early childhood as an important public issue. In 2000, ‘The 2001 Early Childhood Education Comprehensive Plan' was set, and the free education opportunity of 6 year-old children, governmental real support increased by providing the kindergartens to direct/indirect financial support related the terms of the all-day class, the children's tuition fee in low-income home, the facility expansion, the environmental improvement. In the period of Participation Government, 'The Early Childhood Education Law' and relevant articles were revised. Contrary that original law had formed through the government's suggestion, revised one was established via the congressman's suggestion after 7-year conflict with relevant interest groups including raising institutions, academic institutions during its establishment process. However, because there were spent so much time and energy during the establishment process, the practical contents of the law didn't enough reviewed by relevant experts, resulting in the very loose law with the necessity of much remedy. Therefore whole amendment and supplement of the existing law must be done as soon as possible. Third, the results analyzing the administrative, financial changes as follows. Under the 5th Republic Government, the department of Early Childhood Education in the Ministry of Culture & Education was created in 1983. That proved that the government recognized the early childhood education as an independent educational field in the Ministry of Culture & Education as well as elementary & secondary educations. Practical administrative support was focused the quantitative growth expanding private kindergartens as its primary goal. For this goal, the government easily corrected the establish requirement standard of private kindergarten, and gave the licence to under-qualified teachers temporarily. As the result of such actions, the quality of private kindergarten regressed. In this period, the budget for the educational development for early children was created and private kindergartens were started to get indirect support like teacher training, the development & distribution of textbooks, learning materials, and prize. The 6th Republic Government tried to develop the quality of private kindergartens rather than their expansion. Additionally, to get out of the shade of former cabinet(5th Republic Government), this government remained 'New Generation Raising Association' into 'Korean Children Raising Association', and merged the Model Kindergarten and the Voluntary Scholar System, renewed it as the Region-Centered Kindergarten, but the practical contents of the former and the latter were similar. Financial support level in this period was very slight. Cultural People's Government provided more administrative support for the quality development of private kindergartens than the 6th Republic Government. There were much administrative guides and supervision including the becoming public of early childhood education, the normalizing of the educational curriculum, the operating all-day class and the class for 3 year-old children in private kindergarten. Also, other actions were the completing the work moving the management of Saemaeul kindergartens into the Ministry of Education, the expanding principals' abroad training thanks to easing off the recommend standard for principal license, the repairing the poor facility having 1-2 classes, the delivering tips treatment of children' class life record, the examining the revenue & expense sheet throughly, the strengthening the support system of the Scholar Association, the through supervising the of the teachers' appointment for the secure of teacher's status, the active encouraging to participate the pension and medical insurance. The characteristics of People's Government was other administrative support like the expansion the system providing the tuition for low-income hone, the free education for 6 year-old children, the expansion of all-day class in kindergartens, the guidance of saving and correcting basic life habits to overcome economic difficulties. All the actions reflected the social atmosphere caused from the foreign currency crisis of 1997. The most significant achievement in this period was the financial support to the private kindergarten field. In 1999, total 5.6 billion(5,600,000,000) won of kindergarten tuition for low-income home children was provided, and in 2000, the Ministry of Education assigned and provided the budget of 1.8 billion won for the purchase of textbooks & learning materials for the first time in the private kindergarten's history. In the period of Participation Government, the 'Early Childhood Education Implement Plan', which had accepted every year since the establishment of 'The Early Childhood Educational Development Law' in 1982, started not to be set since 2005, the time after the article relevant to 'Early Childhood Basic Establishment' had been omitted from 'The Early Childhood Education Law'. From 2005, private kindergarten started to get the environmental improvement subsidy for all-day class, and it can be considered as a representative, financial case to become a big help for operating private kindergartens. In this period, the financial support to private kindergarten was consisted of the free education support for low-income home children and for 6 year-old children as the extension of People's Government's educational policy. Through the discussion and conclusion, this study tries to recommend as follows. First, the policies on private kindergartens during the period from the 5th Republic Government to Participation Government was decided according to the power and authority of each age. Therefore government's long, stable policies for private kindergartens must be implemented. Second, under the situation that private kindergartens face the danger of wither, teachers in the field must do their best to keep the private kindergarten grown for 100 years from the danger by occupying the responsibility and capacity as educators for early children and through efforts. Third, the childhood education until now focused on the educational contents and the quality improvement, but now is the time to suggest long policy vision for the childhood education & raising. Fourth, the central government must provide the systemic support for the department of Early Childhood Education & Administration responsible for the private kindergarten jobs to work with the sense of pride and duty. Fifth, the promotion about the essence of the early childhood education and its importance must be carried out to all people including corresponded parents with efficient methods. ，韩语论文，韩语毕业论文 |
