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This paper examined how the incipient period of the early childhood education in Korea under Japanese colonial rule : how it was introduced and what was taught. With this as a backdrop, it further investigated the regional case of Incheon which was one of the open ports for foreigners. The research was made by analysing the related documents and materials. The childhood education during the Japanese colonial rule has historic significance in terms of national education although it was introduced by the Japanese and spread by the missionaries from western countries. Kindergartens inspired national identity for young Koreans by teaching Korean folk songs and folk tales when the Korean language was not allowed to be used or taught in the higher level of schools. From the theoretical perspective of early childhood education, the early Korean kindergartens adopted Froebel's intuitionism and empiricism which implanted such a progressive view that sought the development of children as whole men. The early childhood education in Incheon during the colonial era was also introduced by missionary activities. To our regret, we couldn't find any kindergarten which was established by Koreans. Nevertheless, it is notable that early childhood education began to be offered by qualified teachers using relevant teaching materials, with the active support form the local community making Incheon as one of pioneer of early childhood education. Now, the Metropolitan city of Incheon is now aiming to take yet another leap forward into the world. This poses a paralleling challenge for the education community of Incheon, early childhood education not being an exception. The lesson we can draw form this study is that the zeal for better education has been, and should be, the driving force of our society.
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UCI(KEPA) : I410-ECN-0101-2016-359-002388066