지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
SeodangㆍSasuk(書堂ㆍ私塾), which were Korean traditional educational institutions, performed the children education with elementary and secondary education. With the opening ports Japanese children education was practiced by Kindergarten in the Japanese settlements. One of these cases was Wonsan Kindergarten(元山幼稚園) in the year 1888(1892). And day schools, by missionaries, related with this children education.
The Foundation of Japanese Kindergartens in the Japanese Settlments strengthened the interest of children education. Milyang Kindergarten(密陽幼稚園) was the first institution, which was founded by Korean for the aim of Self-Strengthening. The Japanese annexation of Korea, however, gave damage to National education. Namely, so-called the times of Japanese language expanded along with colonization of Korea. The representative model for educating the pro-Japanese was the private Kyeongseong Kindergarten(私立京城幼稚園).
Therefore foundations of Kindergartens were unfolded for the purpose of missionary and national awakening. In the 1910's, the number of Kindergartens amounted to about 40. The staff of foundation and management was mostly the people who believed in Christianity. Similar to circumstances of modern education, the children education was led by Christian. This would be thought that Christians pursued the relief of tension with Japanese Imperialism.
The understanding of Kindergarten began the one of elementary educational institution This atmosphere continued until the 1970's. Moreover education in Kindergartens was not restricted in the children education. So this educating institution could give opportunity to organize mother education This activity resulted in mothers meeting.
In the 1910's the founding of Kindergartens promoted the interest of children education. This atmosphere proceeded to establishment of Children's Day and the movement of children care : the movement of Kindergarten establishment was reflected this atmosphere. Since the end of 1920' s, Kindergarten education as a culture movement had increasingly more importance. So, in spite of Japanese Imperialism, the national spirit of Korea could be reserved through the Kindergarten education, where the children learned Korean language and letter.
The Foundation of Japanese Kindergartens in the Japanese Settlments strengthened the interest of children education. Milyang Kindergarten(密陽幼稚園) was the first institution, which was founded by Korean for the aim of Self-Strengthening. The Japanese annexation of Korea, however, gave damage to National education. Namely, so-called the times of Japanese language expanded along with colonization of Korea. The representative model for educating the pro-Japanese was the private Kyeongseong Kindergarten(私立京城幼稚園).
Therefore foundations of Kindergartens were unfolded for the purpose of missionary and national awakening. In the 1910's, the number of Kindergartens amounted to about 40. The staff of foundation and management was mostly the people who believed in Christianity. Similar to circumstances of modern education, the children education was led by Christian. This would be thought that Christians pursued the relief of tension with Japanese Imperialism.
The understanding of Kindergarten began the one of elementary educational institution This atmosphere continued until the 1970's. Moreover education in Kindergartens was not restricted in the children education. So this educating institution could give opportunity to organize mother education This activity resulted in mothers meeting.
In the 1910's the founding of Kindergartens promoted the interest of children education. This atmosphere proceeded to establishment of Children's Day and the movement of children care : the movement of Kindergarten establishment was reflected this atmosphere. Since the end of 1920' s, Kindergarten education as a culture movement had increasingly more importance. So, in spite of Japanese Imperialism, the national spirit of Korea could be reserved through the Kindergarten education, where the children learned Korean language and letter.
목차
Ⅰ. 머리말
Ⅱ. 유치원교육의 대두
Ⅲ. 유치원 현황
Ⅳ. 설립ㆍ운영주체
Ⅴ. 맺음말
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