A comparative study of mathematics education practices in English and Korean preschools focusing on implementation of curriculum content

Kwi-Ok Nah
June 2011
KEDI Journal of Educational Policy;2011, Vol. 8 Issue 1, p81
Academic Journal
This comparative study of mathematics education practices involving preschools in England (hereto forth English preschools) and Korea focuses on the implementation of curriculum content. Practitioners in English and Korean preschools perceive that to be prepared for school, the social/emotional aspect is more important for younger children, whereas academic achievement in mathematics and other areas is more important for older children. The content covered in preschools is more varied and the level of content is at a higher level in England than in Korea. Planning is more focused on specific learning goals in England than in Korea. Thus, mathematics education for preschoolers in England is more academically oriented than in Korea. This study discusses the implications of mathematics education in both countries.


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