Frameworks·South Korea·Ages 3–5

2019 개정 누리과정2019 Revised Korean Nuri Curriculum

South Korea's statutory early-years curriculum for children aged 3–5, jointly issued by the Ministry of Education and the Ministry of Health and Welfare in December 2019. The 2019 revision pivoted to a play-centred, child-led framing — curriculum delivery is measured by the opportunities offered, not by specific behavioural outcomes the child must achieve on a given day.

How this framework is measured
Korean Nuri is an opportunity curriculum
The curriculum's own commentary describes content elements with phrases like “the young child feels joy ... lives together with others.” It does not define pass/fail behaviours. Curriculum coverage = consistent opportunity-provision over 3–5 years.
What this means for parents
Your child has been “covered” by an area not when they achieve a checklist item, but when they have repeatedly had the chance to play in that area's context. We track opportunities, not outcomes.
Why this voice matters — from the Korean curriculum itself
누리과정 2019 개정의 핵심 철학은 '유아·놀이 중심 교육과정' — 결과 평가가 아닌 기회 제공. 해설서가 '유아가 ...즐거움을 느끼고 ... 더불어 살아가는 내용이다'로 일관되게 서술하며, 특정 성취 행동을 측정 가능한 결과로 정의하지 않음.The 2019 Revised Nuri Curriculum's core philosophy is 'child-and-play-centred curriculum' — opportunity provision, not outcome assessment. The Commentary (해설서) consistently describes content elements as 'the young child feels joy ... lives together with ...', and does not define specific achievement behaviours as measurable outcomes.
5
Areas
15
Category milestones
59
Content elements
3–5 yr
Age band

The five areas (영역)

The Nuri Curriculum is organised into five areas. Each area carries one overall goal, three sub-goals, three skill clusters, and a set of content elements describing what children encounter through play.

신체운동·건강

Physical Activity & Health

Overall goal · 목표
실내외에서 신체활동을 즐기고, 건강하고 안전한 생활을 한다.
The child enjoys physical activities indoors and outdoors and lives healthily and safely.
Sub-goals
  1. 신체활동에 즐겁게 참여한다.The child participates joyfully in physical activities.
  2. 건강한 생활습관을 기른다.The child develops healthy living habits.
  3. 안전한 생활습관을 기른다.The child develops safe living habits.

신체활동 즐기기Enjoying Physical Activities

Skill cluster · 4 content elements

신체를 인식하고 움직인다.The child is aware of the body and moves it.▾
What this looks like in everyday play
신체 각 부분의 특성을 알고 다양하게 움직이는 내용이다.
knowing the characteristics of each body part and moving in varied ways.
From the Nuri Commentary (해설서)
A real moment from the curriculum
물놀이를 하기 전, 교사와 유아들이 함께 체조를 한다. 목을 오른쪽 왼쪽으로 번갈아 가며 돌리고, 어깨를 으쓱거리고, 허리에 손을 얹고 허리를 돌리고, 무릎을 구부렸다가 펴고, 손목과 발목을 돌린다.
Before water play, the teacher and young children do calisthenics together. They turn their necks to the right and left, shrug their shoulders, put their hands on their waist and rotate it, bend and straighten their knees, and rotate their wrists and ankles.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in a body-awareness play or routine context where body parts were named or moved
  • ●child had access to open space for whole-body movement before or during play
  • ●child was present with peers or an adult in a movement warm-up or movement-play setting
This is NOT measuring
  • ○whether the child named every body part correctly
  • ○whether the child copied each movement accurately
  • ○whether the child showed a measurable motor skill on this occasion
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 신체에 관심을 가지며 신체 각 부분의 특성을 알고 다양하게 움직이는 내용이다.This is about the young child taking interest in the body, knowing the characteristics of each body part, and moving in varied ways.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 신체 인식하기(Recognizing the Body)
3세Age 3
  • 감각적 차이를 경험한다.
    The young child experiences sensory differences.
  • 감각기관을 인식하고, 활용해 본다.
    The young child recognizes and tries using sensory organs.
  • 신체 각 부분의 명칭을 알고, 움직임에 관심을 갖는다.
    The young child knows the names of body parts and takes interest in movement.
  • 자신의 신체를 긍정적으로 인식하고 움직인다.
    The young child positively recognizes the body and moves it.
4세Age 4
  • 감각적 차이를 구분한다.
    The young child distinguishes sensory differences.
  • 여러 감각기관을 협응하여 활용한다.
    The young child uses several sensory organs in coordination.
  • 신체 각 부분의 특성을 이해하고 활용하여 움직인다.
    The young child understands the characteristics of each body part and uses them to move.
  • 자신의 신체를 긍정적으로 인식하고 움직인다.
    The young child positively recognizes the body and moves it.
5세Age 5
  • 감각으로 대상이나 사물의 특성과 차이를 구분한다.
    The young child distinguishes characteristics and differences of targets or objects through the senses.
  • 여러 감각기관을 협응하여 활용한다.
    The young child uses several sensory organs in coordination.
  • 신체 각 부분의 특성을 이해하고 활용하여 움직인다.
    The young child understands the characteristics of each body part and uses them to move.
  • 자신의 신체를 긍정적으로 인식하고 움직인다.
    The young child positively recognizes the body and moves it.
Developmental progression 3→4→5: Sensory precision tightens from experiencing differences to distinguishing object characteristics, while positive body recognition is stable across 3-5.
신체 움직임을 조절한다.The child controls body movements.▾
What this looks like in everyday play
몸이나 도구의 움직임을 다양하게 조절하는 내용이다.
adjusting the movement of the body or tools in varied ways.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들은 얼음땡 놀이를 하면서, 술래가 천천히 걸으면 천천히 걷고, 술래가 빠른 걸음으로 걸으면 빠른 걸음으로 달아난다. 그리고 술래에게 잡힐 듯하면 몸의 방향을 재빨리 바꿔 달아나기도 하고, “얼음!”하고 외치며 급히 멈춰 서서 즐겁게 웃는다.
During 얼음땡 (freeze tag), when the tagger walks slowly, the young children walk slowly, and when the tagger walks quickly, they run away quickly. When they are about to be caught, they quickly change body direction or shout “freeze!” and stop suddenly, laughing joyfully.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in a movement game where speed, direction, and stopping could naturally vary
  • ●child had enough open space to adjust body movement safely
  • ●child encountered a peer-play rule that created opportunities for balance, stopping, or changing direction
This is NOT measuring
  • ○whether the child won the game
  • ○whether the child stopped quickly on command
  • ○whether the child demonstrated perfect balance or coordination
Why this is opportunity-tracked, not outcome-tracked
유아가 몸을 움직이며 균형을 잡고, 몸이나 도구의 움직임을 다양하게 조절하는 내용이다.This is about the young child moving the body, keeping balance, and adjusting the movement of the body or tools in varied ways.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 신체 조절과 기본 운동하기(Body Control and Basic Movement)
3세Age 3
  • 신체균형을 유지해 본다.
    The young child tries maintaining body balance.
  • 공간, 힘, 시간 등의 움직임 요소를 경험한다.
    The young child experiences movement elements such as space, force, and time.
  • 신체 각 부분의 움직임을 조절해 본다.
    The young child tries controlling the movements of each body part.
  • 눈과 손을 협응하여 소근육을 조절해 본다.
    The young child tries coordinating the eyes and hands to control small muscles.
4세Age 4
  • 다양한 자세와 움직임에서 신체균형을 유지한다.
    The young child maintains body balance in diverse postures and movements.
  • 공간, 힘, 시간 등의 움직임 요소를 활용하여 움직인다.
    The young child uses movement elements such as space, force, and time to move.
  • 신체 각 부분을 협응하여 움직임을 조절한다.
    The young child coordinates each body part to control movement.
  • 눈과 손을 협응하여 소근육을 조절해 본다.
    The young child tries coordinating the eyes and hands to control small muscles.
5세Age 5
  • 다양한 자세와 움직임에서 신체균형을 유지한다.
    The young child maintains body balance in diverse postures and movements.
  • 공간, 힘, 시간 등의 움직임 요소를 활용하여 움직인다.
    The young child uses movement elements such as space, force, and time to move.
  • 신체 각 부분을 협응하여 움직임을 조절한다.
    The young child coordinates each body part to control movement.
  • 눈과 손을 협응하여 소근육을 조절해 본다.
    The young child tries coordinating the eyes and hands to control small muscles.
Developmental progression 3→4→5: Control develops from trying and experiencing movement elements at 3 to coordinated, balanced movement by 4-5.
기초적인 이동운동, 제자리 운동, 도구를 이용한 운동을 한다.The child does basic locomotor movements, stationary movements, and movements using tools.▾
What this looks like in everyday play
도구를 이용한 운동을 하는 내용이다.
engaging in movement using tools.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 후프 돌리기를 한다. 한 유아가 안정된 자세로 후프를 오랫동안 돌린다. 옆에서 지켜보던 다른 유아가 “나도 잘 돌려. 이것 봐.”하며 후프를 허리에 놓고 손으로 힘껏 돌린다. 후프가 돌아가는 동안 유아의 허리도 빠르게 움직인다.
The young children spin hoops. One young child spins a hoop for a long time in a stable posture. Another young child watching nearby says, “I can spin it well too. Look,” places the hoop at the waist, and spins it hard with the hands. While the hoop spins, the young child’s waist also moves quickly.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child had access to movement tools such as a hoop, ball, rope, or similar open-ended equipment
  • ●child was in an indoor or outdoor space where locomotor and stationary movement could occur
  • ●child was near peer play where trying a movement tool could naturally arise
This is NOT measuring
  • ○whether the child mastered a specific locomotor pattern
  • ○whether the child used the tool correctly
  • ○whether the child performed for a set duration or distance
Why this is opportunity-tracked, not outcome-tracked
유아가 한 곳에서 다른 곳으로 몸을 움직이는 걷기·달리기·뛰어넘기 등의 이동운동, 구부리기·뻗기·돌기 등의 제자리 운동, 공·줄·후프 등의 도구를 이용한 운동을 하는 내용이다.This is about locomotor movements such as walking, running, and jumping from one place to another, stationary movements such as bending, stretching, and turning, and movement using tools such as balls, ropes, and hoops.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 신체 조절과 기본 운동하기(Body Control and Basic Movement)
3세Age 3
  • 도구를 활용하여 여러 가지 조작운동을 한다.
    The young child uses tools to do various manipulative movements.
  • 걷기, 달리기 등 이동운동을 한다.
    The young child does locomotor movements such as walking and running.
  • 제자리에서 몸을 움직여 본다.
    The young child tries moving the body in place.
4세Age 4
  • 도구를 활용하여 여러 가지 조작운동을 한다.
    The young child uses tools to do various manipulative movements.
  • 걷기, 달리기, 뛰기 등 다양한 이동운동을 한다.
    The young child does diverse locomotor movements such as walking, running, and jumping.
  • 제자리에서 몸을 다양하게 움직인다.
    The young child moves the body in diverse ways in place.
5세Age 5
  • 도구를 활용하여 여러 가지 조작운동을 한다.
    The young child uses tools to do various manipulative movements.
  • 걷기, 달리기, 뛰기 등 다양한 이동운동을 한다.
    The young child does diverse locomotor movements such as walking, running, and jumping.
  • 제자리에서 몸을 다양하게 움직인다.
    The young child moves the body in diverse ways in place.
Developmental progression 3→4→5: Basic movement broadens from walking/running and trying in-place movement at 3 to diverse locomotor and in-place movement by 4-5.
실내외 신체활동에 자발적으로 참여한다.The child voluntarily participates in indoor and outdoor physical activities.▾
What this looks like in everyday play
실내외의 다양한 신체 활동에 자발적으로 즐겁게 참여하는 내용이다.
joyfully taking part in varied indoor and outdoor physical activities by choice.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 바깥 놀이터에서 친구들이 있는 쪽을 향해 “나랑 달리기 할 사람?”하고 큰 소리로 외친다. 이 소리를 듣고 같이 하고 싶은 유아들이 “나도.”, “나도 같이 하자.”라고 말하며 달려와 달리기를 제안한 유아의 엄지손가락을 잡고 모여 선다.
On the outdoor playground, a young child shouts toward friends, “Who wants to run with me?” Hearing this, young children who want to join say, “Me too,” and “Let me do it too,” run over, hold the thumb of the child who suggested running, and gather together.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in an indoor or outdoor physical-play period with voluntary access
  • ●child had enough unhurried time to join or not join peer movement play
  • ●child encountered a peer invitation to shared running or movement play
This is NOT measuring
  • ○whether the child chose to join immediately
  • ○whether the child ran fast or showed stamina
  • ○whether the child preferred physical play over other play
Why this is opportunity-tracked, not outcome-tracked
유아가 하루 일과에서 실내외의 다양한 신체 활동에 자발적으로 즐겁게 참여하는 내용이다.This is about the young child joyfully taking part in varied indoor and outdoor physical activities during the daily routine by choice.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 신체 활동에 참여하기(Participating in Physical Activities)
3세Age 3
  • 신체 활동에 자발적으로 참여한다.
    The young child voluntarily participates in physical activities.
  • 다른 사람과 함께 하는 신체 활동에 참여한다.
    The young child participates in physical activities together with others.
  • 규칙적으로 바깥에서 신체 활동을 한다.
    The young child regularly does physical activities outdoors.
  • 여러 가지 기구를 이용하여 신체 활동을 한다.
    The young child uses various equipment to do physical activities.
4세Age 4
  • 신체 활동에 자발적이고 지속적으로 참여한다.
    The young child voluntarily and continually participates in physical activities.
  • 다른 사람과 함께 하는 신체 활동에 참여한다.
    The young child participates in physical activities together with others.
  • 자신과 다른 사람의 운동능력의 차이에 관심을 갖는다.
    The young child takes interest in differences between self and others' motor abilities.
  • 규칙적으로 바깥에서 신체 활동을 한다.
    The young child regularly does physical activities outdoors.
  • 여러 가지 기구를 이용하여 신체 활동을 한다.
    The young child uses various equipment to do physical activities.
5세Age 5
  • 신체 활동에 자발적이고 지속적으로 참여한다.
    The young child voluntarily and continually participates in physical activities.
  • 다른 사람과 함께 하는 신체 활동에 참여한다.
    The young child participates in physical activities together with others.
  • 자신과 다른 사람의 운동능력의 차이를 이해한다.
    The young child understands differences between self and others' motor abilities.
  • 규칙적으로 바깥에서 신체 활동을 한다.
    The young child regularly does physical activities outdoors.
  • 여러 가지 기구를 이용하여 신체 활동을 한다.
    The young child uses various equipment to do physical activities.
Developmental progression 3→4→5: Participation develops from voluntary entry at 3 to sustained participation and awareness of motor-ability differences by 4-5.

건강하게 생활하기Living Healthily

Skill cluster · 4 content elements

자신의 몸과 주변을 깨끗이 한다.The child keeps the body and surroundings clean.▾
What this looks like in everyday play
자기 주변을 깨끗하게 정리정돈하는 내용이다.
keeping one’s own surroundings clean and orderly.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들은 바깥 놀이터에서 신나게 놀이한 후 교실로 돌아오자마자, “선생님, 정말 더워요. 에어컨 틀어 주세요.”라고 다급한 목소리로 요청한다. 교사는 “그래. 선풍기도 켜 놓을게. 그런데 땀을 많이 흘렸으니 얼굴이랑 팔을 씻는 것은 어떨까?”하며 에어컨과 선풍기를 켠다. 유아들은 얼굴과 팔, 손을 씻고 들어와 “이젠 좀 쉬자!”라고 말하며 교실 바닥에 앉기도, 눕기도 한다.
After playing energetically on the outdoor playground, the young children return to the classroom and urgently ask, “Teacher, it is really hot. Please turn on the air conditioner.” The teacher says, “Okay. I’ll turn on the fan too. Since you sweated a lot, how about washing your face and arms?” and turns on the air conditioner and fan. The young children wash their faces, arms, and hands, come in, and say, “Now let’s rest a little!” as they sit or lie down on the classroom floor.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in a daily-care context where washing or tidying materials were available
  • ●child had access to water, towels, or cleanup spaces after active play
  • ●child was present during a routine transition where body cleanliness or surrounding order could be supported
This is NOT measuring
  • ○whether the child washed independently every time
  • ○whether the child kept all belongings neat
  • ○whether the child showed a fixed hygiene habit on this occasion
Why this is opportunity-tracked, not outcome-tracked
유아가 손을 씻고 이를 닦는 등 몸을 깨끗이 하는 적절한 방법을 알고 실천하며, 자기 주변을 깨끗하게 정리정돈하는 내용이다.This is about the young child knowing and practicing suitable ways to keep the body clean, such as washing hands and brushing teeth, and keeping the surrounding area clean and orderly.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 건강하게 생활하기(Living Healthily)
3세Age 3
  • 손과 이를 깨끗이 하는 방법을 알고 실천한다.
    The young child knows and practices ways to keep hands and teeth clean.
  • 주변을 깨끗이 한다.
    The young child keeps surroundings clean.
4세Age 4
  • 손과 이를 깨끗이 하는 방법을 알고 실천한다.
    The young child knows and practices ways to keep hands and teeth clean.
  • 주변을 깨끗이 하는 습관을 기른다.
    The young child develops a habit of keeping surroundings clean.
5세Age 5
  • 스스로 몸을 깨끗이 하는 습관을 기른다.
    The young child independently develops a habit of keeping the body clean.
  • 주변을 깨끗이 하는 습관을 기른다.
    The young child develops a habit of keeping surroundings clean.
Developmental progression 3→4→5: Cleanliness shifts from knowing and practicing hand/tooth care at 3-4 to independent body-cleanliness habits at 5, while surrounding cleanliness becomes habitual by 4.
몸에 좋은 음식에 관심을 가지고 바른 태도로 즐겁게 먹는다.The child takes interest in foods that are good for the body and eats joyfully with a proper attitude.▾
What this looks like in everyday play
골고루 즐겁게 먹는 내용이다.
eating a variety of foods joyfully.
From the Nuri Commentary (해설서)
A real moment from the curriculum
시금치무침 요리 활동 중에, 교사는 유아가 데친 시금치를 맛보고 싶다고 하여 맛보게 한다. 유아들이 “맛있어?”, “맛없지?”, “난 시금치 안 좋아해. 안 먹을래.”라고 말하며 인상을 찌푸린다. 교사가 “시금치에 양념 옷을 입혀 맛있게 변신시켜 줄까?”하고 말한 후, 유아들에게 직접 깨소금, 참기름 등의 여러 양념을 넣고 손으로 무쳐 보게 한다. 유아들은 “우와! 좋은 냄새 난다.”, “맛있겠다!”, “저도 주세요.”라고 말한다.
During a spinach-muchim cooking activity, the teacher lets a young child taste blanched spinach because the child wants to try it. The young children frown and say, “Is it good?” “It’s bad, right?” and “I don’t like spinach. I won’t eat it.” After the teacher says, “Shall we dress the spinach in seasoning and turn it delicious?” the children add sesame salt, sesame oil, and other seasonings themselves and mix it by hand. The young children say, “Wow! It smells good,” “It looks delicious!” and “Please give me some too.”
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was present in a meal, snack, or cooking context with healthful foods available
  • ●child had access to varied ingredients and sensory food experiences
  • ●child encountered peer talk about tastes and food preferences
This is NOT measuring
  • ○whether the child ate the spinach or a target food
  • ○whether the child finished the serving
  • ○whether the child used correct table manners throughout the meal
Why this is opportunity-tracked, not outcome-tracked
유아가 몸을 건강하게 하는 음식에 관심을 가지고, 음식을 소중히 여기며, 제자리에 앉아서 골고루 즐겁게 먹는 내용이다.This is about the young child taking interest in foods that keep the body healthy, valuing food, and sitting in place to eat a variety of foods joyfully.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 건강하게 생활하기(Living Healthily)
3세Age 3
  • 음식을 골고루 먹는다.
    The young child eats a balanced variety of foods.
  • 몸에 좋은 음식에 관심을 갖는다.
    The young child takes interest in foods that are good for the body.
  • 바른 태도로 식사한다.
    The young child eats meals with a proper attitude.
4세Age 4
  • 음식을 골고루 먹는다.
    The young child eats a balanced variety of foods.
  • 몸에 좋은 음식을 알아본다.
    The young child finds out about foods that are good for the body.
  • 음식을 소중히 여기고 식사예절을 지킨다.
    The young child values food and follows table manners.
5세Age 5
  • 적당량의 음식을 골고루 먹는다.
    The young child eats appropriate amounts of a balanced variety of foods.
  • 몸에 좋은 음식을 선택할 수 있다.
    The young child can choose foods that are good for the body.
  • 음식을 소중히 여기고 식사예절을 지킨다.
    The young child values food and follows table manners.
Developmental progression 3→4→5: Food understanding moves from interest at 3 to finding out at 4 and choosing healthy foods at 5, with table manners explicit by 4.
하루 일과에서 적당한 휴식을 취한다.The child takes appropriate rest during the daily routine.▾
What this looks like in everyday play
적절한 휴식을 취하는 내용이다.
taking suitable rest.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들은 바깥 놀이터에서 신나게 놀이한 후 교실로 돌아오자마자, “선생님, 정말 더워요. 에어컨 틀어 주세요.”라고 다급한 목소리로 요청한다. 교사는 “그래. 선풍기도 켜 놓을게. 그런데 땀을 많이 흘렸으니 얼굴이랑 팔을 씻는 것은 어떨까?”하며 에어컨과 선풍기를 켠다. 유아들은 얼굴과 팔, 손을 씻고 들어와 “이젠 좀 쉬자!”라고 말하며 교실 바닥에 앉기도, 눕기도 한다.
After playing energetically on the outdoor playground, the young children return to the classroom and urgently ask, “Teacher, it is really hot. Please turn on the air conditioner.” The teacher says, “Okay. I’ll turn on the fan too. Since you sweated a lot, how about washing your face and arms?” and turns on the air conditioner and fan. The young children wash their faces, arms, and hands, come in, and say, “Now let’s rest a little!” as they sit or lie down on the classroom floor.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in a daily routine that allowed rest after active play or when tired
  • ●child had access to a calm floor or rest area without needing to perform
  • ●child was present during a transition where cooling down, washing, and resting were possible
This is NOT measuring
  • ○whether the child rested on request
  • ○whether the child correctly identified tiredness
  • ○whether the child stayed still for a required period
Why this is opportunity-tracked, not outcome-tracked
유아가 피곤하거나, 몸이 아프거나, 몸을 많이 움직여서 쉬고 싶을 때, 적절한 휴식을 취하는 내용이다.This is about the young child taking suitable rest when tired, unwell, or wanting to rest after moving the body a lot.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 건강하게 생활하기(Living Healthily)
3세Age 3
  • 규칙적으로 잠을 자고, 적당한 휴식을 취한다.
    The young child sleeps regularly and takes appropriate rest.
4세Age 4
  • 규칙적으로 잠을 자고, 적당한 휴식을 취한다.
    The young child sleeps regularly and takes appropriate rest.
5세Age 5
  • 규칙적으로 잠을 자고, 적당한 휴식을 취한다.
    The young child sleeps regularly and takes appropriate rest.
Developmental progression 3→4→5: The 2012 rest row is identical across 3-5; 2019 drops explicit sleep wording and frames rest within the daily routine.
질병을 예방하는 방법을 알고 실천한다.The child knows and practices ways to prevent illness.▾
What this looks like in everyday play
건강을 유지할 수 있는 다양한 생활 방식
varied ways of living that can maintain health.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아: 선생님, 나 감기에 걸렸어요. 교사: 어떡하니, 많이 아파? 유아: 네. 열도 났어요. 그래서 엄마가 따뜻한 물을 넣어 주셨어요. 교사: 그렇구나. 따뜻한 물이 감기에 좋지. 오늘은 따뜻한 물을 자주 마셔 봐. 감기가 금방 나을 거야.
Young child: “Teacher, I caught a cold.” Teacher: “Oh no, are you very sick?” Young child: “Yes. I had a fever too. So Mom packed warm water for me.” Teacher: “I see. Warm water is good for a cold. Try drinking warm water often today. The cold will get better soon.”
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in a daily-health context where illness prevention practices could be discussed or modeled
  • ●child had access to water, clothing, rest, or hygiene routines appropriate to the situation
  • ●child encountered adult or peer talk about staying healthy during everyday life
This is NOT measuring
  • ○whether the child avoided illness
  • ○whether the child named prevention rules correctly
  • ○whether the child independently practiced every prevention behavior
Why this is opportunity-tracked, not outcome-tracked
유아가 질병의 위험으로부터 건강을 유지할 수 있는 다양한 생활 방식(몸을 청결히 하기, 날씨와 상황에 알맞은 옷 입기, 찬 음식 적당히 먹기, 정해진 시간에 자고 일어나기, 따뜻한 물 마시기 등)을 경험하는 내용이다.This is about the young child experiencing varied ways of living that can maintain health against the risk of illness, such as keeping the body clean, wearing clothes suited to weather and situation, eating cold foods moderately, sleeping and waking at set times, and drinking warm water.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 건강하게 생활하기(Living Healthily)
3세Age 3
  • 질병의 위험을 알고 주의한다.
    The young child knows the risks of illness and takes care.
  • 날씨에 맞게 옷을 입는다.
    The young child dresses appropriately for the weather.
4세Age 4
  • 질병을 예방하는 방법을 알고 실천한다.
    The young child knows and practices ways to prevent illness.
  • 날씨와 상황에 알맞게 옷을 입는다.
    The young child dresses appropriately for the weather and situation.
5세Age 5
  • 질병을 예방하는 방법을 알고 실천한다.
    The young child knows and practices ways to prevent illness.
  • 날씨와 상황에 알맞게 옷을 입는다.
    The young child dresses appropriately for the weather and situation.
Developmental progression 3→4→5: Illness prevention progresses from risk awareness and weather-appropriate clothing at 3 to knowing and practicing prevention by 4-5.

안전하게 생활하기Living Safely

Skill cluster · 4 content elements

일상에서 안전하게 놀이하고 생활한다.The child plays and lives safely in everyday life.▾
What this looks like in everyday play
안전한 놀이 방법과 놀이 규칙을 지키며 놀이하고 생활하는 내용이다.
playing and living with safe play methods and play rules.
From the Nuri Commentary (해설서)
A real moment from the curriculum
한 유아가 미끄럼틀을 내려오려고 한다. 다른 유아가 미끄럼틀 아래서 바라보다가 올라가려고 한다. 이때, 미끄럼틀을 타고 내려오던 유아가 “야, 비켜, 다쳐!”하고 큰 소리로 외친다. 이 모습을 지켜본 교사는 유아들에게 다가와 안전하게 미끄럼틀을 타기 위한 약속을 정하자고 제안한다.
One young child is about to come down the slide. Another young child watches from below the slide and tries to climb up. At that moment, the child coming down the slide shouts loudly, “Hey, move, you’ll get hurt!” Seeing this, the teacher approaches the children and suggests making an agreement for using the slide safely.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in an everyday play setting with ordinary safety risks such as climbing or sliding equipment
  • ●child encountered peers using shared play equipment where safe turn-taking could matter
  • ●child was present with an adult able to support safety agreements without turning play into a test
This is NOT measuring
  • ○whether the child never took a risk
  • ○whether the child followed every safety rule immediately
  • ○whether the child warned another child correctly
Why this is opportunity-tracked, not outcome-tracked
유아가 일상에서 위험한 장소, 상황, 도구 등을 알고, 안전한 놀이 방법과 놀이 규칙을 지키며 놀이하고 생활하는 내용이다.This is about the young child knowing risky places, situations, and tools in daily life, and playing and living with safe play methods and play rules.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 안전하게 생활하기(Living Safely)
3세Age 3
  • 놀이기구나 놀잇감, 도구를 안전하게 사용한다.
    The young child uses play equipment, toys, and tools safely.
  • 안전한 놀이장소를 안다.
    The young child knows safe play places.
4세Age 4
  • 놀이기구나 놀잇감, 도구를 안전하게 사용한다.
    The young child uses play equipment, toys, and tools safely.
  • 안전한 장소를 알고 안전하게 놀이한다.
    The young child knows safe places and plays safely.
5세Age 5
  • 놀이기구나 놀잇감, 도구의 바른 사용법을 알고 안전하게 사용한다.
    The young child knows proper ways to use play equipment, toys, and tools and uses them safely.
  • 안전한 장소를 알고 안전하게 놀이한다.
    The young child knows safe places and plays safely.
Developmental progression 3→4→5: Safe play develops from knowing safe play places and safe use at 3 to knowing proper use methods by 5.
TV, 컴퓨터, 스마트폰 등을 바르게 사용한다.The child uses TV, computers, smartphones, and the like properly.▾
What this looks like in everyday play
필요한 상황에서 적절하게 사용하며, 바른 자세로 이용하는 내용이다.
using media appropriately when needed and with proper posture.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 색종이를 반으로 접어 한 면에는 모니터를 그리고, 다른 한 면에는 컴퓨터 자판 모양처럼 그린다. 다른 유아들에게 “나는 지금 컴퓨터로 공룡에 대해서 찾아보고 있어.” 하며 색종이 자판을 두드린다. 그리고 옆에 있던 친구에게 “같이 찾아볼래?” 라고 말한다.
A young child folds colored paper in half, draws a monitor on one side, and draws the other side like a computer keyboard. The child taps the colored-paper keyboard and tells other children, “I’m looking up dinosaurs on the computer right now.” Then the child says to a friend nearby, “Do you want to look together?”
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in an everyday context where TV, computer, smartphone, or pretend digital tools were available as part of play or inquiry
  • ●child had access to representational materials for exploring digital-device use through play
  • ●child encountered peer talk about looking up information or using a computer-like tool
This is NOT measuring
  • ○whether the child used a real device correctly
  • ○whether the child limited screen time independently
  • ○whether the child showed adult-defined posture throughout media use
Why this is opportunity-tracked, not outcome-tracked
유아가 일상에서 자주 접하는 TV, 컴퓨터, 스마트폰 등을 필요한 상황에서 적절하게 사용하며, 바른 자세로 이용하는 내용이다.This is about the young child using TV, computers, smartphones, and similar media often encountered in daily life appropriately when needed, and using them with proper posture.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 안전하게 생활하기(Living Safely)
3세Age 3
  • TV, 인터넷, 통신기기 등을 바르게 사용한다.
    The young child uses TV, the internet, communication devices, and the like properly.
4세Age 4
  • TV, 인터넷, 통신기기 등의 위해성을 알고, 바르게 사용한다.
    The young child knows the harmful risks of TV, the internet, communication devices, and the like, and uses them properly.
5세Age 5
  • TV, 인터넷, 통신기기 등의 위해성을 알고, 바르게 사용한다.
    The young child knows the harmful risks of TV, the internet, communication devices, and the like, and uses them properly.
Developmental progression 3→4→5: The 3yo row focuses on proper use, while 4-5 add awareness of harmful risks before proper use.
교통안전 규칙을 지킨다.The child follows traffic safety rules.▾
What this looks like in everyday play
교통안전 규칙을 알고 실천하는 내용이다.
knowing and practicing traffic-safety rules.
From the Nuri Commentary (해설서)
A real moment from the curriculum
3세 유아가 종이 벽돌을 이어 길을 만들고, 그 위에 교통 표지판과 자동차를 일렬로 놓는다. 만들어진 길을 바라보다 갑자기 팔이 움직이는 사람 모형 2개를 가져와 팔 한쪽을 반복적으로 들어올리고 내리며 “조심, 조심 지나가요. 자동차들은 우리가 건너면 지나가세요.”라고 흥얼거린다.
A 3-year-old young child connects paper bricks to make a road and places traffic signs and cars in a line on it. Looking at the road, the child suddenly brings two poseable human figures, repeatedly raises and lowers one arm, and hums, “Careful, careful, we are crossing. Cars, go after we cross.”
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was in play or daily movement where roads, vehicles, crossings, or traffic signs were represented or encountered
  • ●child had access to blocks, signs, vehicles, or outdoor routes that could make traffic rules visible
  • ●child encountered peer or adult language about crossing, waiting, or moving safely
This is NOT measuring
  • ○whether the child recited traffic rules
  • ○whether the child crossed perfectly in a drill
  • ○whether the child corrected peers about traffic safety
Why this is opportunity-tracked, not outcome-tracked
유아가 안전한 보행 및 도로 횡단, 교통기관의 안전한 이용 등 교통안전 규칙을 알고 실천하는 내용이다.This is about the young child knowing and practicing traffic-safety rules such as safe walking, road crossing, and safe use of transportation.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 안전하게 생활하기(Living Safely)
3세Age 3
  • 교통안전 규칙을 안다.
    The young child knows traffic safety rules.
  • 교통수단을 안전하게 이용한다.
    The young child uses means of transportation safely.
4세Age 4
  • 교통안전 규칙을 알고 지킨다.
    The young child knows and follows traffic safety rules.
  • 교통수단을 안전하게 이용한다.
    The young child uses means of transportation safely.
5세Age 5
  • 교통안전 규칙을 알고 지킨다.
    The young child knows and follows traffic safety rules.
  • 교통수단을 안전하게 이용한다.
    The young child uses means of transportation safely.
Developmental progression 3→4→5: Traffic safety progresses from knowing rules at 3 to knowing and following them by 4-5, with safe transportation use stable across ages.
안전사고, 화재, 재난, 학대, 유괴 등에 대처하는 방법을 경험한다.The child experiences ways to respond to safety incidents, fires, disasters, abuse, abduction, and the like.▾
What this looks like in everyday play
안전교육과 관련된 내용이다.
content related to safety education.
From the Nuri Commentary (해설서)
A real moment from the curriculum
화재경보기 소리와 함께 지진 대피 방송이 들리자, 유아들은 재빨리 책상 아래와 벽 쪽으로 대피한다. 지진이 잠시 멈췄다는 안내 방송 후 유아들은 교사의 안내에 따라 침착하면서도 신속하게 바깥으로 대피한다.
When the earthquake evacuation broadcast sounds along with the fire alarm, the young children quickly take shelter under desks and by the wall. After an announcement says the earthquake has paused, the children evacuate outside calmly and quickly following the teacher’s guidance.
Part 3 > I Physical Activity and Health > child-experience examples
What counts as having had the opportunity
  • ●child was present for a safety drill, safety story, or emergency-practice context
  • ●child had access to adult-supported routines for requesting help or evacuating
  • ●child encountered sound, space, or routine cues connected to emergency response practice
This is NOT measuring
  • ○whether the child responded perfectly in an emergency drill
  • ○whether the child remembered every disaster procedure
  • ○whether the child stayed calm or fast enough by adult standards
Why this is opportunity-tracked, not outcome-tracked
유아가 안전사고, 화재, 재난, 학대, 유괴 등의 위험에 처한 상황을 알고, 주변에 도움을 요청하는 방법을 배우며, 평소 훈련에 따라 대피하는 연습을 하는 등의 안전교육과 관련된 내용이다.This is safety-education content about the young child knowing situations involving risks such as safety accidents, fires, disasters, abuse, and abduction; learning ways to ask nearby people for help; and practicing evacuation according to regular drills.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 안전하게 생활하기(Living Safely)
3세Age 3
  • 학대, 성폭력, 실종, 유괴상황을 알고 도움을 요청한다.
    The young child knows situations of abuse, sexual violence, disappearance, and abduction and asks for help.
  • 재난 및 사고 등 비상 시 적절하게 대처하는 방법을 안다.
    The young child knows ways to respond appropriately in emergencies such as disasters and accidents.
4세Age 4
  • 학대, 성폭력, 실종, 유괴상황 시 도움을 요청하는 방법을 알고 행동한다.
    The young child knows and acts on ways to ask for help in situations of abuse, sexual violence, disappearance, and abduction.
  • 재난 및 사고 등 비상 시 적절하게 대처하는 방법을 알고 행동한다.
    The young child knows and acts on ways to respond appropriately in emergencies such as disasters and accidents.
5세Age 5
  • 학대, 성폭력, 실종, 유괴상황 시 도움을 요청하는 방법을 알고 행동한다.
    The young child knows and acts on ways to ask for help in situations of abuse, sexual violence, disappearance, and abduction.
  • 재난 및 사고 등 비상 시 적절하게 대처하는 방법을 알고 행동한다.
    The young child knows and acts on ways to respond appropriately in emergencies such as disasters and accidents.
Developmental progression 3→4→5: Emergency response moves from recognizing dangerous situations and knowing response methods at 3 to acting on help-seeking and response methods by 4-5.

의사소통

Communication

Overall goal · 목표
일상생활에 필요한 의사소통 능력과 상상력을 기른다.
The child develops communication skills needed in everyday life and imagination.
Sub-goals
  1. 일상생활에서 듣고 말하기를 즐긴다.The child enjoys listening and speaking in everyday life.
  2. 읽기와 쓰기에 관심을 가진다.The child takes interest in reading and writing.
  3. 책이나 이야기를 통해 상상하기를 즐긴다.The child enjoys imagining through books or stories.

듣기와 말하기Listening and Speaking

Skill cluster · 6 content elements

말이나 이야기를 관심 있게 듣는다.The child listens to spoken words or stories with interest.▾
What this looks like in everyday play
이야기에 관심을 가지며 듣는 내용이다.
listening with interest to stories.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 친구들에게 동물원에 놀러갔던 이야기를 신나고 재미있게 들려준다. 유아는 “나는 호랑이다. 어흥!”하며 눈을 크게 뜨고, 목소리를 굵고 거칠게 한다. 이어 원숭이에 대한 이야기를 할 때는 가늘고 날카로운 음성으로 바꿔 말한다. 옆에서 이야기를 듣던 유아들이 원숭이 동작과 목소리를 흉내내며 웃는다.
A young child excitedly and amusingly tells friends about visiting the zoo. The child says, “I am a tiger. Roar!” opening the eyes wide and making the voice deep and rough. When moving on to a story about a monkey, the child changes to a thin, sharp voice. Young children listening nearby imitate the monkey’s movements and voice and laugh.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer storytelling or adult storytelling context
  • ●child had access to a familiar or interesting topic that could invite listening
  • ●child was near peers responding to a story through laughter, imitation, or attention
This is NOT measuring
  • ○whether the child answered comprehension questions
  • ○whether the child stayed silent while listening
  • ○whether the child retold the story accurately
Why this is opportunity-tracked, not outcome-tracked
유아가 다른 사람이 하는 말과 흥미로운 주제, 익숙한 경험이 담긴 이야기에 관심을 가지며 듣는 내용이다.This is about the young child listening with interest to what others say and to stories that include interesting topics and familiar experiences.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 듣기(Listening)
3세Age 3
  • 낱말의 발음에 관심을 가지고 듣는다.
    The young child takes interest in word pronunciation and listens.
  • 일상생활과 관련된 낱말과 문장을 듣고 뜻을 이해한다.
    The young child listens to words and sentences related to everyday life and understands their meanings.
  • 다른 사람의 이야기를 관심 있게 듣는다.
    The young child listens to another person's story with interest.
4세Age 4
  • 낱말의 발음에 관심을 가지고 듣는다.
    The young child takes interest in word pronunciation and listens.
  • 일상생활과 관련된 낱말과 문장을 듣고 뜻을 이해한다.
    The young child listens to words and sentences related to everyday life and understands their meanings.
  • 다른 사람의 이야기를 듣고 이해한다.
    The young child listens to and understands another person's story.
5세Age 5
  • 낱말의 발음에 관심을 가지고 비슷한 발음을 듣고 구별한다.
    The young child takes interest in word pronunciation and listens to and distinguishes similar pronunciations.
  • 다양한 낱말과 문장을 듣고 뜻을 이해한다.
    The young child listens to diverse words and sentences and understands their meanings.
  • 다른 사람의 이야기를 듣고 이해한다.
    The young child listens to and understands another person's story.
Developmental progression 3→4→5: Listening moves from interest in familiar sounds, everyday words, and other people's stories to distinguishing similar pronunciations and understanding varied words and stories by 5.
자신의 경험, 느낌, 생각을 말한다.The child talks about personal experiences, feelings, and thoughts.▾
What this looks like in everyday play
자신의 경험, 느낌, 생각을 자유롭게 말하는 내용이다.
freely speaking about one’s own experiences, feelings, and thoughts.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 친구들에게 동물원에 놀러갔던 이야기를 신나고 재미있게 들려준다. 유아는 “나는 호랑이다. 어흥!”하며 눈을 크게 뜨고, 목소리를 굵고 거칠게 한다. 이어 원숭이에 대한 이야기를 할 때는 가늘고 날카로운 음성으로 바꿔 말한다. 옆에서 이야기를 듣던 유아들이 원숭이 동작과 목소리를 흉내내며 웃는다.
A young child excitedly and amusingly tells friends about visiting the zoo. The child says, “I am a tiger. Roar!” opening the eyes wide and making the voice deep and rough. When moving on to a story about a monkey, the child changes to a thin, sharp voice. Young children listening nearby imitate the monkey’s movements and voice and laugh.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer or teacher conversation where personal experiences could be shared
  • ●child had access to familiar topics from home, outings, play, or daily life
  • ●child encountered an accepting listening context without a required answer format
This is NOT measuring
  • ○whether the child spoke in complete sentences
  • ○whether the child shared a personal experience on demand
  • ○whether the child used adult-preferred vocabulary
Why this is opportunity-tracked, not outcome-tracked
유아가 상대방에게 자신의 경험, 느낌, 생각을 자유롭게 말하는 내용이다.This is about the young child freely telling another person about their own experiences, feelings, and thoughts.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 말하기(Speaking)
3세Age 3
  • 일상생활에서 일어나는 일들을 간단한 문장으로 말한다.
    The young child speaks about things that happen in everyday life in simple sentences.
  • 자신의 느낌, 생각, 경험을 말해본다.
    The young child tries speaking about personal feelings, thoughts, and experiences.
4세Age 4
  • 일상생활에서 일어나는 일들을 간단한 문장으로 말한다.
    The young child speaks about things that happen in everyday life in simple sentences.
  • 자신의 느낌, 생각, 경험을 말한다.
    The young child speaks about personal feelings, thoughts, and experiences.
5세Age 5
  • 일상생활에서 일어나는 일들을 다양한 문장으로 말한다.
    The young child speaks about things that happen in everyday life in diverse sentences.
  • 자신의 느낌, 생각, 경험을 적절한 낱말과 문장으로 말한다.
    The young child speaks about personal feelings, thoughts, and experiences using appropriate words and sentences.
Developmental progression 3→4→5: Expression expands from trying simple statements about events and self to using appropriate words and sentences for feelings, thoughts, and experiences by 5.
상황에 적절한 단어를 사용하여 말한다.The child speaks using words appropriate to the situation.▾
What this looks like in everyday play
적절한 단어와 문장을 선택하여 말하는 내용이다.
choosing suitable words and sentences for the situation.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 병원 놀이를 한다. 의사 역할을 하는 유아가 “어디가 아파서 오셨어요?”라고 묻자 환자 역할을 하는 유아가 “의사 선생님, 배가 너무 아파요.”라고 말하며 배를 움켜쥔다. 의사가 진찰을 한 후 옆에 있던 간호사 역할을 하는 유아가 “이쪽으로 오세요. 주사 맞아야 합니다.”라고 말한다.
The young children play hospital. When the child in the doctor role asks, “What hurts and brings you here?” the child in the patient role says, “Doctor, my stomach hurts so much,” while clutching the stomach. After the doctor examines the patient, the child beside them in the nurse role says, “Please come this way. You need an injection.”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in pretend play or conversation with recognizable roles, places, or audiences
  • ●child had access to role-play props or peer scenarios that invite varied language registers
  • ●child encountered a social situation where different words could fit different roles
This is NOT measuring
  • ○whether the child used the exact correct word
  • ○whether the child spoke politely in every utterance
  • ○whether the child avoided all mixed or playful language
Why this is opportunity-tracked, not outcome-tracked
유아가 때와 장소, 대상과 상황을 고려하여 적절한 단어와 문장을 선택하여 말하는 내용이다.This is about the young child choosing suitable words and sentences while considering time, place, audience, and situation.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 말하기(Speaking)
3세Age 3
  • 새로운 낱말에 관심을 가진다.
    The young child takes interest in new words.
4세Age 4
  • 다양한 낱말을 사용하여 말한다.
    The young child speaks using diverse words.
5세Age 5
  • 다양한 낱말을 사용하여 상황에 맞게 말한다.
    The young child speaks appropriately to the situation using diverse words.
Developmental progression 3→4→5: Vocabulary use progresses from interest in new words at 3 to diverse word use at 4 and situation-appropriate word use at 5.
상대방이 하는 이야기를 듣고 관련해서 말한다.The child listens to what another person says and speaks in relation to it.▾
What this looks like in everyday play
말하는 사람의 생각, 의도, 감정을 고려하여 말하는 내용이다.
speaking while considering the speaker’s thoughts, intentions, and feelings.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 선생님에게 웃음참기놀이를 하자고 제안한다. 선생님이 유아에게 웃음참기놀이의 방법을 물어보자, 유아는 자신이 생각한 웃음참기놀이의 방법을 또박또박 설명한다. 유아: 그건… 음… 서로 웃기게 해서 안 웃으면 되는 거예요. 교사: 어머. 정말 재미있겠는데! 여기 친구도 함께 해도 될까? 유아: 네. 같이 하면 더 재밌어요.
A young child suggests playing 웃음참기놀이 (try-not-to-laugh game) with the teacher. When the teacher asks how to play, the child clearly explains the method the child has thought of. Young child: “It’s... um... you try to make each other laugh, and if you don’t laugh, that’s it.” Teacher: “Oh. That sounds really fun! Can this friend join too?” Young child: “Yes. It’s more fun together.”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a conversation where another person explained an idea or rule
  • ●child had access to a small-group dialogue where questions and answers could connect
  • ●child encountered peer or adult talk that invited a related response rather than a fixed answer
This is NOT measuring
  • ○whether the child gave a relevant answer every time
  • ○whether the child inferred another person’s intention correctly
  • ○whether the child waited for a formal turn before speaking
Why this is opportunity-tracked, not outcome-tracked
유아가 다른 사람이 이야기하는 내용을 듣고 말하는 사람의 생각, 의도, 감정을 고려하여 말하는 내용이다.This is about the young child listening to what another person says and speaking while considering the speaker’s thoughts, intentions, and feelings.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 듣기 / 말하기(Listening / Speaking)
3세Age 3
No 2012 entry for this age.
4세Age 4
  • 이야기를 듣고 궁금한 것에 대해 질문한다.
    The young child listens to a story and asks questions about what the child is curious about.
  • 주제를 정하여 함께 이야기를 나눈다.
    The young child chooses a topic and has a conversation together.
5세Age 5
  • 이야기를 듣고 궁금한 것에 대해 질문한다.
    The young child listens to a story and asks questions about what the child is curious about.
  • 주제를 정하여 함께 이야기를 나눈다.
    The young child chooses a topic and has a conversation together.
Developmental progression 3→4→5: No explicit 3yo response row appears; by 4-5 the young child asks questions after listening and talks with others on a chosen topic.
바른 태도로 듣고 말한다.The child listens and speaks with a proper attitude.▾
What this looks like in everyday play
말하는 사람에게 주의를 기울이며 듣는 내용이다.
listening while paying attention to the speaker.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 자신이 가장 좋아하는 음식에 대해 서로 이야기를 나누고 있다. 수정이가 “나는 아이스크림이 좋아. 왜냐하면 시원하고 달콤…”하고 말을 끝내기도 전에 옆에 있던 우진이가 “나는 짜장면!”하며 끼어든다. 그때 수정이가 “야! 내가 말하고 있잖아. 내 말 아직 안 끝났거든. 기다려봐.”라고 말하며 “아이스크림은 달콤해. 딸기 아이스크림이 제일 좋아. 넌 ?”
The young children are talking with one another about their favorite foods. Before Sujeong can finish saying, “I like ice cream because it is cool and sweet...,” Woojin beside her cuts in, saying, “I like jjajangmyeon!” Then Sujeong says, “Hey! I’m talking. I’m not done yet. Wait,” and continues, “Ice cream is sweet. Strawberry ice cream is my favorite. What about you?”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer conversation where turns and attention could matter
  • ●child had access to a small-group sharing context without a forced speaking outcome
  • ●child encountered another child’s unfinished speech or extended explanation
This is NOT measuring
  • ○whether the child waited perfectly for a turn
  • ○whether the child made eye contact
  • ○whether the child used formal conversation rules throughout
Why this is opportunity-tracked, not outcome-tracked
유아가 말하는 사람에게 주의를 기울이며 듣는 내용이다.This is about the young child listening while paying attention to the person speaking.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 듣기 / 말하기(Listening / Speaking)
3세Age 3
  • 말하는 사람을 바라보며 듣는다.
    The young child looks at the person speaking and listens.
  • 상대방을 바라보며 말한다.
    The young child looks at the other person and speaks.
4세Age 4
  • 다른 사람의 이야기를 주의 깊게 듣는다.
    The young child listens carefully to another person's story.
  • 듣는 사람의 생각과 느낌을 고려하여 말한다.
    The young child speaks while considering the listener's thoughts and feelings.
  • 차례를 지켜 말한다.
    The young child waits for a turn and speaks.
5세Age 5
  • 다른 사람의 이야기를 끝까지 주의 깊게 듣는다.
    The young child listens carefully to another person's story to the end.
  • 듣는 사람의 생각과 느낌을 고려하여 말한다.
    The young child speaks while considering the listener's thoughts and feelings.
  • 때와 장소, 대상에 알맞게 말한다.
    The young child speaks appropriately for the time, place, and audience.
Developmental progression 3→4→5: Listening and speaking attitude shifts from looking at the other person to sustained attentive listening, turn-taking, listener consideration, and context-appropriate speaking.
고운 말을 사용한다.The child uses kind words.▾
What this looks like in everyday play
우리말을 바르게 사용하는 내용이다.
using Korean language properly.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 병원 놀이를 한다. 의사 역할을 하는 유아가 “어디가 아파서 오셨어요?”라고 묻자 환자 역할을 하는 유아가 “의사 선생님, 배가 너무 아파요.”라고 말하며 배를 움켜쥔다. 의사가 진찰을 한 후 옆에 있던 간호사 역할을 하는 유아가 “이쪽으로 오세요. 주사 맞아야 합니다.”라고 말한다.
The young children play hospital. When the child in the doctor role asks, “What hurts and brings you here?” the child in the patient role says, “Doctor, my stomach hurts so much,” while clutching the stomach. After the doctor examines the patient, the child beside them in the nurse role says, “Please come this way. You need an injection.”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in ordinary peer or role-play talk where courteous everyday language could be heard
  • ●child had access to pretend roles that invite respectful forms of address
  • ●child encountered adult or peer models of non-hurtful everyday speech
This is NOT measuring
  • ○whether the child avoided every slang or trendy expression
  • ○whether the child used honorifics perfectly
  • ○whether the child never used blaming words during conflict
Why this is opportunity-tracked, not outcome-tracked
유아가 일상생활에서 자주 쓰는 유행어, 속어, 신조어, 상대방을 비난하는 말을 사용하지 않고, 우리말을 바르게 사용하는 내용이다.This is about the young child using Korean language properly, without using trendy expressions, slang, newly coined words, or words that blame another person in daily life.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 말하기(Speaking)
3세Age 3
  • 바르고 고운 말을 사용한다.
    The young child uses proper and kind words.
4세Age 4
  • 바르고 고운 말을 사용한다.
    The young child uses proper and kind words.
5세Age 5
  • 바르고 고운 말을 사용한다.
    The young child uses proper and kind words.
Developmental progression 3→4→5: The same courteous-language expectation is stable across ages 3-5.

읽기와 쓰기에 관심 가지기Taking Interest in Reading and Writing

Skill cluster · 3 content elements

말과 글의 관계에 관심을 가진다.The child takes interest in the relationship between spoken and written language.▾
What this looks like in everyday play
말이 글로, 글이 말로 옮겨지는 것에 관심을 갖는 내용이다.
taking interest in speech being moved into writing and writing into speech.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 음식점놀이를 하고 있다. 유아가 “선생님, 우리 지금 가게 만들 건데 ‘김밥가게’ 어떻게 적어요?”하며 선생님에게 도움을 요청한다. 선생님은 유아가 잘 볼 수 있도록 보드판에 천천히 ‘김밥가게’ 글자를 크게 적는다. 유아는 보드판의 글자를 보며 천천히 따라 적는다.
The young children are playing restaurant. A young child asks the teacher for help, saying, “Teacher, we’re making a shop now. How do you write ‘김밥가게’ (gimbap shop)?” The teacher slowly writes the word ‘김밥가게’ in large letters on the board so the child can see it well. The young child watches the letters on the board and slowly writes along.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a play context where spoken names, signs, or labels could be written down
  • ●child had access to visible adult writing that connected spoken words to print
  • ●child encountered a meaningful reason for words to become a sign or label in play
This is NOT measuring
  • ○whether the child read or wrote the word independently
  • ○whether the child copied letters accurately
  • ○whether the child understood print conventions
Why this is opportunity-tracked, not outcome-tracked
유아가 일상에서 말이 글로, 글이 말로 옮겨지는 것에 관심을 갖는 내용이다.This is about the young child taking interest in everyday moments when speech is moved into writing and writing is moved into speech.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 쓰기(Writing)
3세Age 3
  • 말을 글로 나타내는 것에 관심을 보인다.
    The young child shows interest in representing speech in writing.
4세Age 4
  • 말이나 생각을 글로 나타낼 수 있음을 안다.
    The young child knows that speech or thoughts can be represented in writing.
5세Age 5
  • 말이나 생각을 글로 나타낼 수 있음을 안다.
    The young child knows that speech or thoughts can be represented in writing.
Developmental progression 3→4→5: The relation between speech and writing moves from interest at 3 to knowing that speech or thoughts can be represented in writing at 4-5.
주변의 상징, 글자 등의 읽기에 관심을 가진다.The child takes interest in reading nearby symbols, letters, and the like.▾
What this looks like in everyday play
상징이나 글자에는 사람들의 생각과 감정, 정보가 담겨있다는 것을 이해하는 내용이다.
understanding that symbols or letters contain people’s thoughts, feelings, and information.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 교실 입구의 비상구 표시등을 가리키며 “저것 봐! 사람이 초록 색깔이야. 이렇게 하고 있어.”하며 비상구 사람의 모습을 흉내낸다. 함께 이야기를 나누던 유아는 “나 저거 알아. 저거는 불날 때 저쪽으로 빨리 피하라는 말이야.”라고 말한다.
A young child points to the emergency-exit light at the classroom entrance and says, “Look at that! The person is green. It’s doing this,” imitating the emergency-exit figure. A young child who was talking together says, “I know that. It means go quickly that way when there is a fire.”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in an environment where everyday signs, symbols, labels, or pictograms were visible
  • ●child had access to print or symbolic markings connected to daily movement and safety
  • ●child encountered peer talk about what a familiar symbol might mean
This is NOT measuring
  • ○whether the child correctly read the symbol
  • ○whether the child named every letter
  • ○whether the child decoded print conventionally
Why this is opportunity-tracked, not outcome-tracked
유아가 상징이나 글자에는 사람들의 생각과 감정, 정보가 담겨있다는 것을 이해하는 내용이다.This is about the young child understanding that symbols or letters contain people’s thoughts, feelings, and information.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 읽기(Reading)
3세Age 3
  • 주변에서 친숙한 글자를 찾아본다.
    The young child looks for familiar letters nearby.
  • 읽어 주는 글의 내용에 관심을 가진다.
    The young child takes interest in the content of text read aloud.
4세Age 4
  • 주변에서 친숙한 글자를 찾아본다.
    The young child looks for familiar letters nearby.
  • 읽어 주는 글의 내용에 관심을 가진다.
    The young child takes interest in the content of text read aloud.
5세Age 5
  • 주변에서 친숙한 글자를 찾아 읽어 본다.
    The young child looks for and tries reading familiar letters nearby.
  • 읽어 주는 글의 내용에 관심을 가지고 읽어 본다.
    The young child takes interest in the content of text read aloud and tries reading it.
Developmental progression 3→4→5: Reading interest is stable at 3-4, then 5yo adds trying to read familiar letters and read-aloud text.
자신의 생각을 글자와 비슷한 형태로 표현한다.The child expresses personal thoughts in letter-like forms.▾
What this looks like in everyday play
글자와 비슷한 형태로 표현하는 내용이다.
expressing thoughts in forms similar to letters.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 음식점놀이를 하고 있다. 유아가 “선생님, 우리 지금 가게 만들 건데 ‘김밥가게’ 어떻게 적어요?”하며 선생님에게 도움을 요청한다. 선생님은 유아가 잘 볼 수 있도록 보드판에 천천히 ‘김밥가게’ 글자를 크게 적는다. 유아는 보드판의 글자를 보며 천천히 따라 적는다.
The young children are playing restaurant. A young child asks the teacher for help, saying, “Teacher, we’re making a shop now. How do you write ‘김밥가게’ (gimbap shop)?” The teacher slowly writes the word ‘김밥가게’ in large letters on the board so the child can see it well. The young child watches the letters on the board and slowly writes along.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in play where writing-like marks could serve a purpose such as a sign, list, or story
  • ●child had access to paper, boards, writing tools, or visible print models
  • ●child encountered a meaningful reason to put a thought into marks without requiring correct spelling
This is NOT measuring
  • ○whether the child formed conventional letters
  • ○whether the child copied accurately
  • ○whether the child produced readable writing
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 생각이나 말을 끼적거리거나 글자와 비슷한 선이나 모양, 글자와 비슷한 형태로 표현하는 내용이다.This is about the young child scribbling their thoughts or words, or expressing them through lines, shapes, or forms similar to letters.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 쓰기(Writing)
3세Age 3
No 2012 entry for this age.
4세Age 4
  • 자신의 느낌, 생각, 경험을 글자와 비슷한 형태로 표현한다.
    The young child expresses personal feelings, thoughts, and experiences in letter-like forms.
5세Age 5
  • 자신의 느낌, 생각, 경험을 글자와 비슷한 형태나 글자로 표현한다.
    The young child expresses personal feelings, thoughts, and experiences in letter-like forms or letters.
Developmental progression 3→4→5: Direct letter-like expression appears at 4 and expands at 5 to letter-like forms or actual letters, with no explicit 3yo row.

책과 이야기 즐기기Enjoying Books and Stories

Skill cluster · 3 content elements

책에 관심을 가지고 상상하기를 즐긴다.The child takes interest in books and enjoys imagining.▾
What this looks like in everyday play
상상하는 즐거움을 경험하는 내용이다.
experiencing the joy of imagining.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 여러 책을 한꺼번에 쌓아 두고 읽는다. 다른 유아가 와서 “내가 좋아하는 공룡 책 여기 있어?”하며 책을 찾는다. 유아가 책장을 넘기며 공룡 이름 맞추기를 하다가 브라키오사우루스가 나오자 “와! 정말 길다. 여기서 여기 끝까지 미끄럼 타면 진짜 재미있겠다.”, “그런데 여기까지는 어떻게 올라가지?”하며 낄낄낄 웃는다.
A young child piles up several books at once and reads them. Another young child comes over and asks, “Is my favorite dinosaur book here?” While turning pages and guessing dinosaur names, when Brachiosaurus appears, the child says, “Wow! It is really long. It would be so fun to slide from here all the way to the end,” and “But how would we get up here?” and giggles.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a book-rich space with time to browse or revisit books
  • ●child had access to picture books or topic books that could invite imagination
  • ●child encountered peer conversation around books without a required comprehension task
This is NOT measuring
  • ○whether the child read independently
  • ○whether the child answered questions about the book
  • ○whether the child sat quietly for the whole book time
Why this is opportunity-tracked, not outcome-tracked
유아가 책에 흥미를 가지며 책 보는 것을 즐기고 상상하는 즐거움을 경험하는 내용이다.This is about the young child taking interest in books, enjoying looking at books, and experiencing the joy of imagining.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 읽기(Reading)
3세Age 3
  • 책에 흥미를 가진다.
    The young child takes interest in books.
  • 책의 그림을 단서로 내용을 추측해 본다.
    The young child uses pictures in a book as clues and guesses the content.
4세Age 4
  • 책 보는 것을 즐기고 소중하게 다룬다.
    The young child enjoys looking at books and handles them with care.
  • 책의 그림을 단서로 내용을 이해한다.
    The young child uses pictures in a book as clues and understands the content.
  • 궁금한 것을 책에서 찾아본다.
    The young child looks up what the child is curious about in books.
5세Age 5
  • 책 보는 것을 즐기고 소중하게 다룬다.
    The young child enjoys looking at books and handles them with care.
  • 책의 그림을 단서로 내용을 이해한다.
    The young child uses pictures in a book as clues and understands the content.
  • 궁금한 것을 책에서 찾아본다.
    The young child looks up what the child is curious about in books.
Developmental progression 3→4→5: Book engagement grows from interest and picture-based prediction at 3 to enjoying, caring for, understanding, and using books at 4-5.
동화, 동시에서 말의 재미를 느낀다.The child feels the fun of language in children's stories and poems.▾
What this looks like in everyday play
우리말의 재미와 아름다움을 느끼는 내용이다.
feeling the fun and beauty of Korean language.
From the Nuri Commentary (해설서)
A real moment from the curriculum
3세 반에서 교사가 동시를 읽어 주자 유아들이 서로 “꼬불꼬불?”이라고 말하며 까르르 웃는다. 그리고 유아들은 리본 막대를 휘두르며 “꼬불꼬불”하며 서로 까르르 웃는다.
In a 3-year-old class, when the teacher reads a children’s poem, the young children say “꼬불꼬불?” (winding-winding?) to one another and laugh brightly. Then the young children wave ribbon sticks and say “꼬불꼬불,” laughing together.
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was present for fairy tales, poems, chants, or playful language in Korean
  • ●child had access to repeated sounds, rhythm, or wordplay through a story or poem
  • ●child encountered peers enjoying the sound of words together
This is NOT measuring
  • ○whether the child recited the poem
  • ○whether the child explained the rhyme
  • ○whether the child produced a correct literary response
Why this is opportunity-tracked, not outcome-tracked
유아가 동화와 동시를 자주 들으며 우리말의 재미와 아름다움을 느끼는 내용이다.This is about the young child often hearing fairy tales and children’s poems and feeling the fun and beauty of Korean language.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 듣기(Listening)
3세Age 3
  • 동요, 동시, 동화를 다양한 방법으로 듣고 즐긴다.
    The young child listens to children's songs, poems, and stories in various ways and enjoys them.
4세Age 4
  • 동요, 동시, 동화를 다양한 방법으로 듣고 즐긴다.
    The young child listens to children's songs, poems, and stories in various ways and enjoys them.
  • 전래 동요, 동시, 동화를 듣고 우리말의 재미를 느낀다.
    The young child listens to traditional children's songs, poems, and stories and feels the fun of Korean language.
5세Age 5
  • 동요, 동시, 동화를 다양한 방법으로 듣고 이해한다.
    The young child listens to children's songs, poems, and stories in various ways and understands them.
  • 전래 동요, 동시, 동화를 듣고 우리말의 재미를 느낀다.
    The young child listens to traditional children's songs, poems, and stories and feels the fun of Korean language.
Developmental progression 3→4→5: Language enjoyment moves from general enjoyment of songs, poems, and stories at 3 to explicit enjoyment of Korean language fun at 4-5.
말놀이와 이야기 짓기를 즐긴다.The child enjoys word play and making up stories.▾
What this looks like in everyday play
새로운 이야기를 만드는 과정을 즐기는 내용이다.
enjoying the process of making a new story.
From the Nuri Commentary (해설서)
A real moment from the curriculum
서은이가 친구들에게 이야기를 한다. 서은: 그 공주님이 사는 성에는 아~주 유명한 사다리가 있어. 그런데 그 사다리는 하늘까지 올라가고, 또 하늘을 넘어 가지고~ 하영: 우주도 넘어? 서은: 어. 우주에 우주까지도 넘는대. 유아들: 헤엑~~
Seoeun tells a story to friends. Seoeun: “In the castle where that princess lives, there is a ve~ry famous ladder. But that ladder goes up to the sky, and then past the sky...” Hayoung: “Past space too?” Seoeun: “Yes. They say it even goes past space beyond space.” Young children: “Whoa~~”
Part 3 > II Communication > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer storytelling or word-play context with room for invented language
  • ●child had access to unhurried conversation where stories could expand beyond reality
  • ●child encountered peers responding to imagined events or playful words
This is NOT measuring
  • ○whether the story had a complete plot
  • ○whether the child used correct grammar
  • ○whether the child’s invented words made adult-defined sense
Why this is opportunity-tracked, not outcome-tracked
유아가 끝말잇기, 수수께끼, 스무고개 등 다양한 말놀이를 즐기는 내용이다.This is about the young child enjoying varied word play such as 끝말잇기 (last-syllable chain), riddles, and 스무고개 (twenty questions).
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 말하기(Speaking)
3세Age 3
No 2012 entry for this age.
4세Age 4
  • 이야기를 지어 말한다.
    The young child makes up a story and tells it.
5세Age 5
  • 이야기 지어 말하기를 즐긴다.
    The young child enjoys making up and telling stories.
Developmental progression 3→4→5: Story-making is absent at 3, appears as making up stories at 4, and becomes enjoying story-making at 5.

사회관계

Social Relations

Overall goal · 목표
자신을 존중하고 더불어 생활하는 태도를 가진다.
The child respects oneself and develops an attitude of living together with others.
Sub-goals
  1. 자신을 이해하고 존중한다.The child understands and respects oneself.
  2. 다른 사람과 사이좋게 지낸다.The child gets along well with others.
  3. 우리가 사는 사회와 다양한 문화에 관심을 가진다.The child takes interest in the society we live in and diverse cultures.

나를 알고 존중하기Knowing and Respecting Oneself

Skill cluster · 3 content elements

나를 알고 소중히 여긴다.The child knows and values oneself.▾
What this looks like in everyday play
자신을 소중히 여기며 가치 있는 존재로 느끼는 내용이다.
feeling oneself as precious and valuable.
From the Nuri Commentary (해설서)
A real moment from the curriculum
5세 반 유아들이 숨바꼭질을 하려고 모여든다. 유아가 “나는 진짜 잘 숨을 수 있어.”라고 말하자, 다른 유아들이 “나도 잘하거든. 나는 몸이 작아서 아무 데나 숨을 수 있어.”, “나도 잘 숨거든!”이라고 말한다.
Young children in the 5-year-old class gather to play hide-and-seek. When one young child says, “I can hide really well,” other children say, “I’m good too. My body is small, so I can hide anywhere,” and “I can hide well too!”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in play where personal characteristics, age, body, or ability could be noticed
  • ●child had access to peer comparison talk without a required performance ranking
  • ●child encountered a setting where different personal strengths could be voiced
This is NOT measuring
  • ○whether the child expressed high self-esteem
  • ○whether the child won or performed better than peers
  • ○whether the child stated personal traits correctly
Why this is opportunity-tracked, not outcome-tracked
유아가 자신을 나타내는 나이, 성별, 모습 등에 대해 알고, 자신을 소중히 여기며 가치 있는 존재로 느끼는 내용이다.This is about the young child knowing things that show the self, such as age, gender, and appearance, and feeling the self as precious and valuable.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 나를 알고 존중하기(Knowing and Respecting Oneself)
3세Age 3
  • 나에 대해 관심을 갖는다.
    The young child takes interest in oneself.
  • 나와 다른 사람의 차이에 관심을 갖는다.
    The young child takes interest in differences between oneself and others.
  • 나를 소중하게 여긴다.
    The young child values oneself.
4세Age 4
  • 나에 대해 알아본다.
    The young child finds out about oneself.
  • 나와 다른 사람의 차이점을 알아본다.
    The young child finds out differences between oneself and others.
  • 나에 대해 긍정적으로 생각하고 나를 소중하게 여긴다.
    The young child thinks positively about oneself and values oneself.
5세Age 5
  • 나에 대해 알아본다.
    The young child finds out about oneself.
  • 나와 다른 사람의 신체적, 사회적, 문화적 차이를 존중한다.
    The young child respects physical, social, and cultural differences between oneself and others.
  • 나에 대해 긍정적으로 생각하고 나를 소중하게 여긴다.
    The young child thinks positively about oneself and values oneself.
Developmental progression 3→4→5: Self-understanding moves from interest at 3 to inquiry by 4-5, while difference awareness culminates in explicit respect at 5.
나의 감정을 알고 상황에 맞게 표현한다.The child recognizes own feelings and expresses them appropriately to the situation.▾
What this looks like in everyday play
자신의 감정을 적절하게 표현하는 내용이다.
expressing one’s emotions appropriately.
From the Nuri Commentary (해설서)
A real moment from the curriculum
이때 다른 유아가 “나도 할래.”하며 다가온다. 먼저 숨바꼭질을 하던 유아가 “너는 늦게 왔으니까 먼저 술래 해!”라고 말한다. 늦게 온 다른 유아는 “그런 게 어딨어! 네가 하기 싫어서 그런 거잖아. 가위바위보로 정해. 나도 술래하기 싫다고!”라고 말한다.
At that moment, another young child comes over saying, “I want to play too.” A child who had already been playing hide-and-seek says, “You came late, so you be the tagger first!” The child who came late says, “That’s not fair! You’re just saying that because you don’t want to do it. Let’s decide with 가위바위보 (rock-paper-scissors). I don’t want to be the tagger either!”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer-play context where disagreement or preference could naturally arise
  • ●child had access to a trusted adult or peer context where feelings could be voiced
  • ●child encountered a social moment with room for different feelings about the same play rule
This is NOT measuring
  • ○whether the child stayed calm
  • ○whether the child used adult-approved emotion words
  • ○whether the child resolved the emotional situation
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 감정에 대해 알고 다양한 상황에서 자신의 감정을 적절하게 표현하는 내용이다.This is about the young child knowing their own emotions and expressing them appropriately in varied situations.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 나와 다른 사람의 감정 알고 조절하기(Knowing and Regulating Own and Others' Feelings)
3세Age 3
  • 자신에게 여러 가지 감정이 있음을 안다.
    The young child knows that oneself has various feelings.
  • 자신의 감정을 조절해 본다.
    The young child tries regulating one's own feelings.
4세Age 4
  • 자신의 감정을 알고 표현한다.
    The young child knows and expresses one's own feelings.
  • 자신의 감정을 조절해 본다.
    The young child tries regulating one's own feelings.
5세Age 5
  • 자신의 감정을 알고 표현한다.
    The young child knows and expresses one's own feelings.
  • 자신의 감정을 상황에 맞게 조절한다.
    The young child regulates one's own feelings appropriately to the situation.
Developmental progression 3→4→5: Emotion work develops from recognizing multiple feelings and trying control at 3 to knowing, expressing, and situationally regulating feelings by 5.
내가 할 수 있는 것을 스스로 한다.The child independently does what they can do.▾
What this looks like in everyday play
자율적으로 실천해 가는 내용이다.
carrying things out autonomously.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 등원하자마자 선생님에게 오늘 자신이 도우미인 것을 확인하며 말한다. “저는 도우미하는 날이 좋아요. 저는 화분에 물주는 것도 잘하고, 친구들에게 간식을 나눠 주는 것도 잘할 수 있어요.”라고 말한다. 선생님이 “그럼 오늘의 도우미는 제일 먼저 무엇을 할 생각이야?”라고 웃으며 묻자, “화분에 물 주러 가야지”라고 말하며 물을 뜨러 화장실 쪽으로 간다.
As soon as the young child arrives, the child checks with the teacher that today is the child’s helper day. “I like helper days. I am good at watering the flowerpots, and I can also hand out snacks to friends well.” When the teacher smiles and asks, “Then what does today’s helper plan to do first?” the child says, “I should go water the flowerpots,” and goes toward the bathroom to get water.
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a daily classroom role or routine where a child-sized responsibility was available
  • ●child had access to materials needed for a helper task without a required adult script
  • ●child encountered a setting where choosing the first step of a familiar task was possible
This is NOT measuring
  • ○whether the child completed the helper task perfectly
  • ○whether the child worked without any adult support
  • ○whether the child showed confidence verbally
Why this is opportunity-tracked, not outcome-tracked
유아가 자신이 할 수 있는 일을 알고 자신감을 가지며 자율적으로 실천해 가는 내용이다.This is about the young child knowing what they can do, having confidence, and carrying things out autonomously.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 나를 알고 존중하기(Knowing and Respecting Oneself)
3세Age 3
  • 내가 할 수 있는 일을 알아본다.
    The young child finds out what one can do.
  • 내가 하고 싶은 일을 선택해 본다.
    The young child tries choosing what one wants to do.
4세Age 4
  • 내가 할 수 있는 일을 해 본다.
    The young child tries doing what one can do.
  • 하고 싶은 일을 계획하고 해 본다.
    The young child plans and tries doing what one wants to do.
5세Age 5
  • 내가 할 수 있는 일을 스스로 한다.
    The young child independently does what one can do.
  • 하고 싶은 일을 계획하고 해 본다.
    The young child plans and tries doing what one wants to do.
Developmental progression 3→4→5: Autonomy moves from identifying and choosing at 3 to trying and planning at 4, then independent action by 5.

더불어 생활하기Living Together with Others

Skill cluster · 6 content elements

가족의 의미를 알고 화목하게 지낸다.The child understands the meaning of family and lives harmoniously.▾
What this looks like in everyday play
가족은 서로 돕고 살아간다는 것을 경험하는 내용이다.
experiencing that family members help one another and live together.
From the Nuri Commentary (해설서)
A real moment from the curriculum
4세 유아는 가족과 지냈던 일에 대해 그림을 그리며 웃으면서 말한다. “엄마, 아빠랑 캠핑 갔는데 정말 재미있었어요. 아빠가 밥하고 고기를 구웠고, 엄마는 식탁을 차렸어요. 저는 물컵을 꺼냈어요. 밥을 다 먹고 나서, 같이 공놀이도 하면서 놀았어요.”
A 4-year-old young child draws a picture about time spent with family and smiles while talking. “I went camping with Mom and Dad, and it was really fun. Dad made rice and grilled meat, and Mom set the table. I got out the water cups. After we finished eating, we played ball together too.”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a conversation, drawing, or play context where family experiences could be represented
  • ●child had access to materials for expressing home or family memories
  • ●child encountered peer or adult interest in varied family-life stories
This is NOT measuring
  • ○whether the child described a standard family structure
  • ○whether the child showed affection toward family on demand
  • ○whether the child named all family members correctly
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 가족 구성원을 알고, 가족과 함께 생활하며, 가족은 서로 돕고 살아간다는 것을 경험하는 내용이다.This is about the young child knowing their own family members, living together with family, and experiencing that family members help one another and live together.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 가족을 소중히 여기기(Valuing Family)
3세Age 3
  • 가족의 소중함을 안다.
    The young child knows the preciousness of family.
  • 가족 구성원을 알아본다.
    The young child finds out about family members.
  • 가족을 위하여 내가 할 수 있는 일을 알아본다.
    The young child finds out what one can do for family.
4세Age 4
  • 가족의 소중함을 안다.
    The young child knows the preciousness of family.
  • 가족 구성원의 역할에 대해 알아본다.
    The young child finds out about the roles of family members.
  • 가족을 위하여 내가 할 수 있는 일을 알아보고 실천한다.
    The young child finds out and practices what one can do for family.
5세Age 5
  • 가족의 의미와 소중함을 안다.
    The young child knows the meaning and preciousness of family.
  • 가족과 화목하게 지낸다.
    The young child lives harmoniously with family.
  • 다양한 가족구조에 대해 알아본다.
    The young child finds out about diverse family structures.
  • 가족은 서로 도와야 함을 알고 실천한다.
    The young child knows that family should help one another and practices it.
Developmental progression 3→4→5: Family understanding expands from preciousness and members at 3 to roles and practice at 4, then meaning, harmony, diverse structures, and mutual help at 5.
친구와 서로 도우며 사이좋게 지낸다.The child helps friends and gets along well with them.▾
What this looks like in everyday play
친구와 서로 도우며 배려하고 협력하며 더불어 살아가는 내용이다.
living together with friends through mutual help, care, and cooperation.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 고무줄뛰기를 하고있다. 고무줄뛰기를 하고 싶은 유아들이 많아지자 서로 먼저 뛰겠다고 큰소리로 이야기한다. 5세 유아들이 누가 먼저 할지 순서를 정해야 한다고 말한다. 이때, 우재가 “우리 먼저 온 순서대로 여기 이름을 적으면 되잖아.”라고 말하더니 3세 도하 손을 잡아 이끈다. “도하야, 아까 네가 제일 먼저 왔지? 여기에 네 이름 적어 봐. 못 적으면 형아가 적어 줄까?”라고 말한다.
The young children are playing Korean elastic-rope jumping. As more children want to jump, they speak loudly about going first. The 5-year-olds say they need to decide the order. Then Woojae says, “We can write the names here in the order we arrived,” takes 3-year-old Doha by the hand, and leads him. “Doha, you came first earlier, right? Try writing your name here. If you can’t write it, shall big brother write it for you?”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer-play context where shared materials or turn order could naturally arise
  • ●child had access to a shared activity where helping a younger or less experienced peer was possible
  • ●child encountered peer dynamics with role division, waiting, or mutual support
This is NOT measuring
  • ○whether the child shared willingly
  • ○whether the child helped another child successfully
  • ○whether the child maintained a harmonious relationship throughout play
Why this is opportunity-tracked, not outcome-tracked
유아가 친구들과 함께 놀이하는 즐거움을 느끼고 친구와 서로 도우며 배려하고 협력하며 더불어 살아가는 내용이다.This is about the young child feeling the joy of playing with friends and living together with them through mutual help, care, and cooperation.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 다른 사람과 더불어 생활하기(Living Together with Others)
3세Age 3
  • 친구와 함께 놀이한다.
    The young child plays together with friends.
  • 교사 및 주변 사람과 화목하게 지낸다.
    The young child lives harmoniously with the teacher and nearby people.
4세Age 4
  • 친구와 협동하며 놀이한다.
    The young child plays cooperatively with friends.
  • 도움이 필요할 때 다른 사람과 도움을 주고받는다.
    The young child gives and receives help with others when help is needed.
  • 교사 및 주변 사람과 화목하게 지낸다.
    The young child lives harmoniously with the teacher and nearby people.
5세Age 5
  • 친구와 협동하며 놀이한다.
    The young child plays cooperatively with friends.
  • 다른 사람과 도움을 주고받고, 서로 협력한다.
    The young child gives and receives help with others and cooperates with one another.
  • 교사 및 주변 사람과 화목하게 지낸다.
    The young child lives harmoniously with the teacher and nearby people.
Developmental progression 3→4→5: Friendship shifts from playing together at 3 to cooperative play and mutual help by 4-5.
친구와의 갈등을 긍정적인 방법으로 해결한다.The child resolves conflicts with friends in positive ways.▾
What this looks like in everyday play
타협 등을 통해 해결하는 내용이다.
resolving through care, concession, compromise, and similar means.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 도화지에 물감을 흘리면서 무늬를 만들고 있다. 4세 수연이가 높은 위치에서 물감을 흘러내리게 하다가 물감이 현우의 팔에 튄다. 현우가 얼굴을 붉히며 “야! 내 팔에 물감이 튀었잖아!”라고 말하자 수연이는 “미안해, 이제 작게 뿌릴게.”라고 말하며 아까보다 낮은 위치에서 물감을 흘러내리게 한다.
The young children are making patterns by dripping paint onto drawing paper. Four-year-old Suyeon lets paint drip from a high place, and the paint splashes onto Hyeonwoo’s arm. When Hyeonwoo’s face reddens and he says, “Hey! Paint splashed on my arm!” Suyeon says, “Sorry, I’ll sprinkle it smaller now,” and lets the paint drip from a lower position than before.
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in peer play where accidental harm, limited turns, or disagreement could naturally occur
  • ●child had access to a shared material or space that could create negotiable conflict
  • ●child encountered an adult-supported but child-led context for expressing feelings and ideas
This is NOT measuring
  • ○whether the child apologized
  • ○whether the child resolved the conflict independently
  • ○whether the child chose the most positive strategy
Why this is opportunity-tracked, not outcome-tracked
유아가 친구와 갈등이 생겼을 때 자신의 감정과 생각을 제대로 표현하고, 배려, 양보, 타협 등을 통해 해결하는 내용이다.This is about the young child properly expressing feelings and thoughts when conflict with a friend arises, and resolving it through care, concession, compromise, and similar means.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 다른 사람과 더불어 생활하기(Living Together with Others)
3세Age 3
  • 나와 친구의 의견에 차이가 있음을 안다.
    The young child knows that there are differences between one's own opinion and a friend's opinion.
4세Age 4
  • 친구와의 갈등을 긍정적인 방법으로 해결한다.
    The young child resolves conflicts with friends in positive ways.
5세Age 5
  • 친구와의 갈등을 긍정적인 방법으로 해결한다.
    The young child resolves conflicts with friends in positive ways.
Developmental progression 3→4→5: Conflict work moves from recognizing differing opinions at 3 to positive conflict resolution by 4-5.
서로 다른 감정, 생각, 행동을 존중한다.The child respects different feelings, thoughts, and actions.▾
What this looks like in everyday play
서로 다를 수 있음을 이해하고 존중하는 내용이다.
understanding and respecting that feelings, thoughts, and actions can differ.
From the Nuri Commentary (해설서)
A real moment from the curriculum
5세 유아가 ‘가위바위보’하여 이긴 사람이 한 계단씩 올라가는 놀이를 한다. 먼저 계단을 올라간 두 유아가 계단을 다 오르지 못한 유아를 남겨 두고 미끄럼틀로 뛰어간다. 혼자 남은 유아가 “나 혼자만 여기 있잖아.”하며 울먹이자, 미끄럼틀로 뛰어가던 유아가 되돌아와 친구의 어깨를 두어 번 토닥이며 “같이 가자.”라고 말한다. 그리고 손을 잡고 함께 계단을 올라 미끄럼틀 쪽으로 달려간다.
A 5-year-old child plays a game where the winner of 가위바위보 (rock-paper-scissors) climbs one step. Two children who climbed first leave behind a child who has not finished climbing and run to the slide. When the child left alone begins to cry and says, “I’m the only one here,” a child who was running to the slide comes back, pats the friend’s shoulder a couple of times, and says, “Let’s go together.” Then they hold hands, climb the steps together, and run toward the slide.
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a peer-play context where different feelings or reactions to the same event could appear
  • ●child had access to shared play that could include success, disappointment, or differing preferences
  • ●child encountered peers expressing different emotions, thoughts, or actions side by side
This is NOT measuring
  • ○whether the child verbally accepted another view
  • ○whether the child managed jealousy or frustration
  • ○whether the child showed adult-defined empathy
Why this is opportunity-tracked, not outcome-tracked
유아가 다른 사람들의 감정, 생각, 행동에 관심을 갖고 감정, 생각, 행동이 서로 다를 수 있음을 이해하고 존중하는 내용이다.This is about the young child taking interest in other people’s feelings, thoughts, and actions, and understanding and respecting that feelings, thoughts, and actions can differ.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 나와 다른 사람의 감정 알고 조절하기 / 다른 사람과 더불어 생활하기(Knowing and Regulating Own and Others' Feelings / Living Together with Others)
3세Age 3
  • 다른 사람의 감정에 관심을 갖는다.
    The young child takes interest in other people's feelings.
  • 다른 사람의 소유물을 존중한다.
    The young child respects other people's possessions.
4세Age 4
  • 다른 사람의 감정을 안다.
    The young child knows other people's feelings.
  • 다른 사람의 생각, 행동을 존중한다.
    The young child respects other people's thoughts and actions.
5세Age 5
  • 다른 사람의 감정을 알고 공감한다.
    The young child knows and empathizes with other people's feelings.
  • 다른 사람을 배려하여 행동한다.
    The young child behaves with consideration for others.
Developmental progression 3→4→5: Respect for difference develops from interest in others' feelings and possessions at 3 to knowing feelings and respecting thoughts/actions at 4, then empathy and considerate action at 5.
친구와 어른께 예의바르게 행동한다.The child behaves politely toward friends and adults.▾
What this looks like in everyday play
예절을 실천하는 내용이다.
practicing manners with care, respect, and reverence.
From the Nuri Commentary (해설서)
A real moment from the curriculum
5세 유아가 ‘가위바위보’하여 이긴 사람이 한 계단씩 올라가는 놀이를 한다. 먼저 계단을 올라간 두 유아가 계단을 다 오르지 못한 유아를 남겨 두고 미끄럼틀로 뛰어간다. 혼자 남은 유아가 “나 혼자만 여기 있잖아.”하며 울먹이자, 미끄럼틀로 뛰어가던 유아가 되돌아와 친구의 어깨를 두어 번 토닥이며 “같이 가자.”라고 말한다. 그리고 손을 잡고 함께 계단을 올라 미끄럼틀 쪽으로 달려간다.
A 5-year-old child plays a game where the winner of 가위바위보 (rock-paper-scissors) climbs one step. Two children who climbed first leave behind a child who has not finished climbing and run to the slide. When the child left alone begins to cry and says, “I’m the only one here,” a child who was running to the slide comes back, pats the friend’s shoulder a couple of times, and says, “Let’s go together.” Then they hold hands, climb the steps together, and run toward the slide.
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in daily peer or adult interactions where respectful behavior could be encountered
  • ●child had access to mixed-age or teacher-child contexts where manners could be modeled
  • ●child encountered a situation involving care for a friend or respectful address to an adult
This is NOT measuring
  • ○whether the child used polite language perfectly
  • ○whether the child greeted adults on command
  • ○whether the child behaved politely in every interaction
Why this is opportunity-tracked, not outcome-tracked
유아가 친구와 어른께 배려, 존중, 공경하는 마음을 담아 예절을 실천하는 내용이다.This is about the young child practicing manners toward friends and adults with a heart of care, respect, and reverence.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 다른 사람과 더불어 생활하기(Living Together with Others)
3세Age 3
No 2012 entry for this age.
4세Age 4
  • 친구와 어른께 예의 바르게 행동한다.
    The young child behaves politely toward friends and adults.
5세Age 5
  • 친구와 어른께 예의 바르게 행동한다.
    The young child behaves politely toward friends and adults.
Developmental progression 3→4→5: The explicit politeness row appears at 4-5; the 3세 column has no direct 2012 predecessor in this row.
약속과 규칙의 필요성을 알고 지킨다.The child understands the need for promises and rules and follows them.▾
What this looks like in everyday play
필요한 약속과 규칙을 의논하여 정하고 지키는 내용이다.
discussing, setting, and keeping needed agreements and rules.
From the Nuri Commentary (해설서)
A real moment from the curriculum
실내 놀이를 마친 뒤 5세 반의 몇몇 유아들이 놀이할 때 불편한 점이 있었다고 말한다. 하선이가 “우리끼리 약속 좀 만들어야겠다.”라고 말하자 유아들이 매트 위에 모여 앉았고, 진지하게 이야기를 나누며 놀이 약속을 정한다. 다음날, 유아들끼리 정한 약속을 교사는 색종이에 적어 칠판에 붙여준다. 한 유아는 놀이 약속 옆에 손가락 도장을 찍으며 “내가 지킬 수 있는 약속이 이거야.”라고 말한다.
After indoor play, several young children in the 5-year-old class say there were inconvenient things during play. When Haseon says, “We need to make some agreements among ourselves,” the children gather on the mat and seriously talk together, setting play agreements. The next day, the teacher writes the agreements the children made on colored paper and posts them on the board. One young child stamps a fingerprint next to a play agreement and says, “This is the agreement I can keep.”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in a shared play context where group agreements or rules could become useful
  • ●child had access to peer discussion after a play problem or inconvenience
  • ●child encountered visible reminders of agreements without being tested on compliance
This is NOT measuring
  • ○whether the child followed the rule perfectly
  • ○whether the child proposed the best rule
  • ○whether the child understood the abstract need for rules
Why this is opportunity-tracked, not outcome-tracked
유아가 다른 사람과 더불어 살아가기 위해 필요한 약속과 규칙이 있음을 이해하는 내용이다.This is about the young child understanding that agreements and rules are needed to live together with others.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 다른 사람과 더불어 생활하기(Living Together with Others)
3세Age 3
  • 약속과 규칙을 지켜야 함을 안다.
    The young child knows that promises and rules should be followed.
4세Age 4
  • 다른 사람과 한 약속이나 공공규칙을 지킨다.
    The young child follows promises made with others or public rules.
5세Age 5
  • 다른 사람과 한 약속이나 공공규칙을 지킨다.
    The young child follows promises made with others or public rules.
Developmental progression 3→4→5: Rules move from knowing they should be followed at 3 to following interpersonal promises and public rules by 4-5.

사회에 관심 가지기Taking Interest in Society

Skill cluster · 3 content elements

내가 살고 있는 곳에 대해 궁금한 것을 알아본다.The child finds out what they are curious about in the place where they live.▾
What this looks like in everyday play
궁금한 것을 알아보며, 지역 구성원으로서 유대감과 소속감을 느끼는 내용이다.
finding out what one wonders about and feeling connection and belonging as a local member.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 함께 블록으로 동네를 만든다. 유아들은 도서관을 만들면서 이야기를 나눈다. “여기는 도서관! 우리 도서관 가봤지? 우리 동네에 도서관이 있으니까 좋다. 그치?”, “응, 선생님한테 내일 또 도서관 가자고 말씀드리자.”
The young children make a neighborhood together with blocks. While making a library, they talk together: “This is the library! We’ve been to the library, right? It’s nice that our neighborhood has a library, isn’t it?” “Yes, let’s ask the teacher to go to the library again tomorrow.”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in play or conversation connected to familiar neighborhood places
  • ●child had access to blocks, maps, pretend buildings, walks, or local-place memories
  • ●child encountered peer talk about places in the community they know
This is NOT measuring
  • ○whether the child identified local institutions correctly
  • ○whether the child showed civic knowledge
  • ○whether the child gave factual answers about the neighborhood
Why this is opportunity-tracked, not outcome-tracked
유아가 자주 접하는 가까운 주변 지역과 이웃에 대해 관심을 가지고, 궁금한 것을 알아보며, 지역 구성원으로서 유대감과 소속감을 느끼는 내용이다.This is about the young child taking interest in nearby local areas and neighbors often encountered, finding out what they wonder about, and feeling connection and belonging as a member of the local community.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 사회에 관심 갖기(Taking Interest in Society)
3세Age 3
  • 우리 동네의 이름을 안다.
    The young child knows the name of our neighborhood.
  • 우리 동네 사람들에 관심을 갖는다.
    The young child takes interest in people in our neighborhood.
4세Age 4
  • 우리 동네에 대해 알아본다.
    The young child finds out about our neighborhood.
  • 우리 동네 사람들이 하는 일에 관심을 갖는다.
    The young child takes interest in the work that people in our neighborhood do.
  • 물건을 살 때 돈이 필요함을 안다.
    The young child knows that money is needed when buying things.
5세Age 5
  • 우리 동네에 대해 알아본다.
    The young child finds out about our neighborhood.
  • 다양한 직업에 관심을 갖는다.
    The young child takes interest in diverse occupations.
  • 일상생활에서 돈의 쓰임에 대해 안다.
    The young child knows the uses of money in daily life.
Developmental progression 3→4→5: Local inquiry broadens from neighborhood name and people at 3 to local work, occupations, and money use by 4-5.
우리나라에 대해 자부심을 가진다.The child takes pride in our country.▾
What this looks like in everyday play
우리나라에 대해 자랑스러운 마음을 가지는 내용이다.
having a proud feeling about Korea.
From the Nuri Commentary (해설서)
A real moment from the curriculum
바깥 놀이터에서 유아들과 선생님이 이야기를 나눈다. 우재: 너희들은 우리나라에서 누가 제일 좋아? 유아들: 이순신 장군! 세종대왕! 교사: 왜 좋아하는데? 시연: 한글을 만들었잖아요. 나는 한글을 진짜 잘 쓰는데, 한번 보세요. (모래 바닥에 나뭇가지로 자신의 이름을 쓴다.) 유아들: 나도 내 이름 써야지, 아! 맞다. 내일 한글날이라 했지.
On the outdoor playground, the young children and teacher talk together. Woojae: “Whom do you like best in our country?” Children: “Admiral Yi Sun-sin! King Sejong!” Teacher: “Why do you like them?” Siyeon: “He made Hangul. I write Hangul really well; look.” (She writes her name on the sandy ground with a twig.) Children: “I should write my name too. Oh! Right. They said tomorrow is Hangul Day.”
Part 3 > III Social Relations > child-experience examples
What counts as having had the opportunity
  • ●child was in conversation or play where Korean symbols, language, history, or culture were present
  • ●child had access to familiar national-cultural references such as Hangul or historical figures
  • ●child encountered peer or adult talk about Korea in everyday play rather than as a quiz
This is NOT measuring
  • ○whether the child recited national symbols
  • ○whether the child expressed patriotism on demand
  • ○whether the child knew historical facts accurately
Why this is opportunity-tracked, not outcome-tracked
유아가 우리나라의 전통에 친숙해지고, 우리나라의 상징, 언어, 문화 등을 경험하면서, 우리나라에 대해 자랑스러운 마음을 가지는 내용이다.This is about the young child becoming familiar with Korea’s traditions and, while experiencing Korea’s symbols, language, and culture, having a proud feeling about Korea.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 사회에 관심 갖기(Taking Interest in Society)
3세Age 3
  • 우리나라를 상징하는 것에 관심을 가진다.
    The young child takes interest in things that symbolize our country.
  • 우리나라의 전통놀이와 풍습에 관심을 갖는다.
    The young child takes interest in our country's traditional games and customs.
4세Age 4
  • 우리나라를 상징하는 것을 안다.
    The young child knows things that symbolize our country.
  • 우리나라의 전통놀이와 풍습에 관심을 갖는다.
    The young child takes interest in our country's traditional games and customs.
  • 우리나라에 대해 자부심을 갖는다.
    The young child takes pride in our country.
5세Age 5
  • 우리나라를 상징하는 것을 알고 예절을 지킨다.
    The young child knows things that symbolize our country and follows etiquette.
  • 우리나라의 전통, 역사, 문화에 관심을 갖는다.
    The young child takes interest in our country's tradition, history, and culture.
  • 우리나라에 대해 자부심을 갖는다.
    The young child takes pride in our country.
Developmental progression 3→4→5: Country-related content moves from interest in symbols and traditions at 3 to explicit pride at 4-5, with etiquette and history/culture added at 5.
다양한 문화에 관심을 가진다.The child takes interest in diverse cultures.▾
What this looks like in everyday play
문화의 다양성을 이해하며 존중하는 내용이다.
understanding and respecting cultural diversity.
From the Nuri Commentary (해설서)
What counts as having had the opportunity
  • ●child was in an environment where varied countries, cultures, and ways of living were represented respectfully
  • ●child had access to books, materials, stories, foods, music, or family knowledge from diverse cultures
  • ●child encountered peer or adult talk that treated different cultural practices as meaningful rather than strange
This is NOT measuring
  • ○whether the child named countries correctly
  • ○whether the child displayed tolerant attitudes on demand
  • ○whether the child compared cultures using adult vocabulary
Why this is opportunity-tracked, not outcome-tracked
유아가 다른 나라의 다양한 문화와 생활양식에 대해 관심을 가지고, 문화의 다양성을 이해하며 존중하는 내용이다.This is about the young child taking interest in the diverse cultures and ways of life of other countries, and understanding and respecting cultural diversity.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 사회에 관심 갖기(Taking Interest in Society)
3세Age 3
No 2012 entry for this age.
4세Age 4
  • 세계 여러 나라에 대해 관심을 갖는다.
    The young child takes interest in various countries around the world.
  • 다양한 인종과 문화에 관심을 갖는다.
    The young child takes interest in diverse races and cultures.
5세Age 5
  • 세계 여러 나라에 대해 관심을 갖고, 서로 협력해야 함을 안다.
    The young child takes interest in various countries around the world and knows that people should cooperate with one another.
  • 다양한 인종과 문화를 알아보고 존중한다.
    The young child finds out about and respects diverse races and cultures.
Developmental progression 3→4→5: World-culture content has no 3세 row, then moves from interest at 4 to cooperation and respect at 5.

예술경험

Artistic Experience

Overall goal · 목표
아름다움과 예술에 관심을 가지고 창의적 표현을 즐긴다.
The child takes interest in beauty and art and enjoys creative expression.
Sub-goals
  1. 자연과 생활 및 예술에서 아름다움을 느낀다.The child feels beauty in nature, life, and art.
  2. 예술을 통해 창의적으로 표현하는 과정을 즐긴다.The child enjoys the process of expressing creatively through art.
  3. 다양한 예술 표현을 존중한다.The child respects diverse artistic expressions.

아름다움 찾아보기Exploring Beauty

Skill cluster · 2 content elements

자연과 생활에서 아름다움을 느끼고 즐긴다.The child feels and enjoys beauty in nature and life.▾
What this looks like in everyday play
아름다움을 풍부하게 느끼며 즐기는 내용이다.
richly feeling and enjoying beauty.
From the Nuri Commentary (해설서)
A real moment from the curriculum
벚꽃이 바람을 타고 눈처럼 휘날린다. 유아들이 “저것 봐! 눈이 오는 것 같아. 분홍색 눈이야. 정말 예쁘다!”하며 감탄한다. 유아들은 하늘을 향해 고개를 들고 두 팔을 벌리며 흩날리는 벚꽃잎을 맞기도 하고, 바람결에 날아가는 벚꽃잎을 쫓아다니기도 한다. 그리고 땅에 떨어진 벚꽃잎을 조심스럽게 다루며 한 잎 한 잎 줍기도 한다.
Cherry blossoms ride the wind and flutter like snow. The young children exclaim, “Look at that! It looks like snow is falling. It’s pink snow. It’s so pretty!” They lift their faces toward the sky, open both arms to receive the fluttering petals, and chase petals carried by the wind. They also handle fallen petals carefully and pick them up one by one.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a natural or everyday setting where beauty in weather, plants, space, or objects could be encountered
  • ●child had unhurried access to sensory features such as color, movement, texture, or light
  • ●child was present with peers who could notice beauty without needing to produce artwork
This is NOT measuring
  • ○whether the child verbally said something was beautiful
  • ○whether the child made an artwork from the experience
  • ○whether the child showed a correct aesthetic response
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 주변에서 만나는 자연, 공간, 사물 등의 아름다움을 풍부하게 느끼며 즐기는 내용이다.This is about the young child richly feeling and enjoying the beauty of nature, spaces, and objects encountered nearby.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 아름다움 찾아보기(Exploring Beauty)
3세Age 3
  • 다양한 소리, 음악의 셈여림, 빠르기, 리듬 등에 관심을 갖는다.
    The young child takes interest in diverse sounds, the strength and softness, speed, and rhythm of music.
  • 움직임과 춤의 모양, 힘, 빠르기 등에 관심을 갖는다.
    The young child takes interest in the shapes, force, and speed of movement and dance.
  • 자연과 사물의 색, 모양, 질감 등에 관심을 갖는다.
    The young child takes interest in the colors, shapes, and textures of nature and objects.
4세Age 4
  • 다양한 소리, 음악의 셈여림, 빠르기, 리듬 등에 관심을 갖는다.
    The young child takes interest in diverse sounds, the strength and softness, speed, and rhythm of music.
  • 움직임과 춤의 모양, 힘, 빠르기 등에 관심을 갖는다.
    The young child takes interest in the shapes, force, and speed of movement and dance.
  • 자연과 사물의 색, 모양, 질감 등에 관심을 갖는다.
    The young child takes interest in the colors, shapes, and textures of nature and objects.
5세Age 5
  • 다양한 소리, 악기 등으로 음악의 셈여림, 빠르기, 리듬 등을 탐색한다.
    The young child explores the strength and softness, speed, and rhythm of music through diverse sounds and instruments.
  • 움직임과 춤의 모양, 힘, 빠르기, 흐름 등을 탐색한다.
    The young child explores the shapes, force, speed, and flow of movement and dance.
  • 자연과 사물에서 색, 모양, 질감, 공간 등을 탐색한다.
    The young child explores color, shape, texture, and space in nature and objects.
Developmental progression 3→4→5: 3yo and 4yo take interest in aesthetic elements; 5yo actively explores sound, movement, color, texture, and space.
예술적 요소에 관심을 갖고 찾아본다.The child takes interest in artistic elements and looks for them.▾
What this looks like in everyday play
아름다움을 경험하는 내용이다.
experiencing beauty in artistic elements.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아는 바깥 놀이터에서 스카프를 재빠르게 높이 올렸다 내리기를 반복하며 바람에 스카프를 날려보기도 한다. 스카프가 펄럭이고 날아가는 모습을 보며 “바람 따라 춤추는 것 같아.”, “파도같이 움직여.”하며 즐거워한다.
On the outdoor playground, a young child repeatedly raises and lowers a scarf quickly and lets it fly in the wind. Watching the scarf flap and fly, the child enjoys it and says, “It looks like it’s dancing with the wind,” and “It moves like waves.”
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a setting where sounds, rhythms, colors, shapes, textures, or movements were perceptible
  • ●child had access to open-ended materials such as scarves, natural objects, or everyday items with sensory qualities
  • ●child encountered natural or everyday movement that could be noticed as an artistic element
This is NOT measuring
  • ○whether the child named color, rhythm, or shape correctly
  • ○whether the child produced an artwork using the element
  • ○whether the child found the intended element
Why this is opportunity-tracked, not outcome-tracked
유아가 주변의 자연과 생활에서 다양한 소리나 리듬 등의 음악적 요소, 색이나 형태 등과 같은 미술적 요소를 발견하고, 사물이나 동식물의 움직임에서 아름다움을 경험하는 내용이다.This is about the young child discovering musical elements such as varied sounds and rhythms and visual-art elements such as color or form in nearby nature and daily life, and experiencing beauty in the movement of objects or living things.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 아름다움 찾아보기(Exploring Beauty)
3세Age 3
  • 다양한 소리, 음악의 셈여림, 빠르기, 리듬 등에 관심을 갖는다.
    The young child takes interest in diverse sounds, the strength and softness, speed, and rhythm of music.
  • 움직임과 춤의 모양, 힘, 빠르기 등에 관심을 갖는다.
    The young child takes interest in the shapes, force, and speed of movement and dance.
  • 자연과 사물의 색, 모양, 질감 등에 관심을 갖는다.
    The young child takes interest in the colors, shapes, and textures of nature and objects.
4세Age 4
  • 다양한 소리, 음악의 셈여림, 빠르기, 리듬 등에 관심을 갖는다.
    The young child takes interest in diverse sounds, the strength and softness, speed, and rhythm of music.
  • 움직임과 춤의 모양, 힘, 빠르기 등에 관심을 갖는다.
    The young child takes interest in the shapes, force, and speed of movement and dance.
  • 자연과 사물의 색, 모양, 질감 등에 관심을 갖는다.
    The young child takes interest in the colors, shapes, and textures of nature and objects.
5세Age 5
  • 다양한 소리, 악기 등으로 음악의 셈여림, 빠르기, 리듬 등을 탐색한다.
    The young child explores the strength and softness, speed, and rhythm of music through diverse sounds and instruments.
  • 움직임과 춤의 모양, 힘, 빠르기, 흐름 등을 탐색한다.
    The young child explores the shapes, force, speed, and flow of movement and dance.
  • 자연과 사물에서 색, 모양, 질감, 공간 등을 탐색한다.
    The young child explores color, shape, texture, and space in nature and objects.
Developmental progression 3→4→5: The focus moves from taking interest in artistic elements at 3-4 to actively exploring richer elements by 5.

창의적으로 표현하기Expressing Creatively

Skill cluster · 5 content elements

노래를 즐겨 부른다.The child enjoys singing songs.▾
What this looks like in everyday play
노래 부르기를 즐기는 내용이다.
enjoying singing songs.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 바깥 놀이터의 소꿉놀이 그릇을 모두 뒤집어 펼쳐 놓고 숟가락으로 여기저기 두드린다. 이때 교사가 지나가자, “선생님, 들어 보세요. 소리가 모두 달라요. 저는 지금 피아노 치고 있어요.”하며 최근에 배운 새 노래 ‘유리창에 예쁜 은구슬’을 흥얼거린다. 선생님은 “오! 정말 소리가 다르네. 정말 피아노 치는 것 같네.”하며 유아의 곁에서 함께 노래한다.
A young child turns over all the pretend-play dishes on the outdoor playground and taps here and there with a spoon. When the teacher passes by, the child says, “Teacher, listen. All the sounds are different. I’m playing the piano right now,” and hums the recently learned song ‘유리창에 예쁜 은구슬’ (Pretty Silver Beads on the Window). The teacher says, “Oh! The sounds really are different. It really seems like you are playing the piano,” and sings together beside the child.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a music-rich or play context where songs could be heard, hummed, or varied
  • ●child had access to peers or an adult singing nearby without a performance demand
  • ●child encountered everyday objects or rhythms that could accompany song
This is NOT measuring
  • ○whether the child sang in tune
  • ○whether the child memorized lyrics
  • ○whether the child performed the song for others
Why this is opportunity-tracked, not outcome-tracked
유아가 흥얼거리거나 친구들과 함께 소리와 박자 등을 느끼고 노랫말을 바꾸어 불러 보며 노래 부르기를 즐기는 내용이다.This is about the young child humming, feeling sounds and beats with friends, changing lyrics, and enjoying singing songs.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술적 표현하기(Expressing Artistically)
3세Age 3
  • 간단한 노래를 듣고 따라 부른다.
    The young child listens to and follows along with simple songs.
  • 전래동요를 즐겨 부른다.
    The young child enjoys singing traditional children's songs.
4세Age 4
  • 노래로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through song.
  • 전래동요를 즐겨 부른다.
    The young child enjoys singing traditional children's songs.
5세Age 5
  • 노래로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through song.
  • 전래동요를 즐겨 부른다.
    The young child enjoys singing traditional children's songs.
Developmental progression 3→4→5: Singing develops from following simple songs at 3 to using song for personal expression by 4-5, while traditional songs remain stable.
신체, 사물, 악기로 간단한 소리와 리듬을 만들어 본다.The child tries making simple sounds and rhythms with the body, objects, and instruments.▾
What this looks like in everyday play
소리와 리듬을 창의적으로 만들어 보는 내용이다.
creatively making sounds and rhythms.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 바깥 놀이터의 소꿉놀이 그릇을 모두 뒤집어 펼쳐 놓고 숟가락으로 여기저기 두드린다. 이때 교사가 지나가자, “선생님, 들어 보세요. 소리가 모두 달라요. 저는 지금 피아노 치고 있어요.”하며 최근에 배운 새 노래 ‘유리창에 예쁜 은구슬’을 흥얼거린다. 선생님은 “오! 정말 소리가 다르네. 정말 피아노 치는 것 같네.”하며 유아의 곁에서 함께 노래한다.
A young child turns over all the pretend-play dishes on the outdoor playground and taps here and there with a spoon. When the teacher passes by, the child says, “Teacher, listen. All the sounds are different. I’m playing the piano right now,” and hums the recently learned song ‘유리창에 예쁜 은구슬’ (Pretty Silver Beads on the Window). The teacher says, “Oh! The sounds really are different. It really seems like you are playing the piano,” and sings together beside the child.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child had access to body sounds, everyday objects, or rhythm instruments that could make varied sounds
  • ●child was in a play setting where tapping, listening, or rhythm-making could happen freely
  • ●child encountered adult or peer attention to differences in sound without a required musical product
This is NOT measuring
  • ○whether the child kept a steady beat
  • ○whether the child used instruments correctly
  • ○whether the child created a repeatable rhythm pattern
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 신체, 주변의 사물, 리듬 악기 등을 사용하여 소리와 리듬을 창의적으로 만들어 보는 내용이다.This is about the young child creatively making sounds and rhythms using the body, nearby objects, rhythm instruments, and similar resources.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술적 표현하기(Expressing Artistically)
3세Age 3
  • 리듬악기로 간단한 리듬을 표현해 본다.
    The young child tries expressing simple rhythms with rhythm instruments.
  • 간단한 리듬과 노래를 즉흥적으로 만들어 본다.
    The young child improvises simple rhythms and songs.
4세Age 4
  • 리듬악기를 연주해 본다.
    The young child tries playing rhythm instruments.
  • 간단한 리듬과 노래를 즉흥적으로 만들어 본다.
    The young child improvises simple rhythms and songs.
5세Age 5
  • 리듬악기를 연주해 본다.
    The young child tries playing rhythm instruments.
  • 리듬과 노래 등을 즉흥적으로 만들어 본다.
    The young child improvises rhythms, songs, and the like.
Developmental progression 3→4→5: Rhythm work moves from simple rhythm-instrument expression at 3 to broader improvised rhythms and songs by 5.
신체나 도구를 활용하여 움직임과 춤으로 자유롭게 표현한다.The child freely expresses through movement and dance using the body or tools.▾
What this looks like in everyday play
움직임과 춤으로 표현하는 내용이다.
expressing through movement and dance.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 창문 밖으로 나뭇잎이 바람에 날리는 모습을 보며 큰 소리로 “와! 저것 봐. 나뭇잎이 데굴데굴 잘도 굴러가고 있어!”라고 말한다. 잠시 후 유아는 교실에 있는 리본 막대를 들고 동그랗게 흔들면서 “나뭇잎이 동글 동글 굴러가고 굴러가고.”라고 흥얼거린다.
A young child looks out the window at leaves blowing in the wind and says loudly, “Wow! Look at that. The leaves are rolling along so well!” A little later, the child picks up a ribbon stick in the classroom, waves it in circles, and hums, “The leaves roll round and round, rolling and rolling.”
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a space where body movement or tool-supported movement could happen freely
  • ●child had access to expressive tools such as ribbons, scarves, or loose materials
  • ●child encountered natural or everyday movements that could inspire bodily expression
This is NOT measuring
  • ○whether the child made a recognizable dance
  • ○whether the child followed choreography
  • ○whether the child represented the source movement accurately
Why this is opportunity-tracked, not outcome-tracked
유아가 자연과 생활에서 발견한 다양한 움직임을 자유롭게 표현하고 나아가 자신의 생각과 느낌을 자신의 신체나 다양한 도구를 활용하여 움직임과 춤으로 표현하는 내용이다.This is about the young child freely expressing varied movements found in nature and daily life, and further expressing thoughts and feelings through movement and dance using the body or varied tools.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술적 표현하기(Expressing Artistically)
3세Age 3
  • 신체를 이용하여 주변의 움직임을 자유롭게 표현한다.
    The young child freely expresses surrounding movements using the body.
  • 움직임과 춤으로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through movement and dance.
  • 도구를 활용하여 다양한 움직임으로 표현한다.
    The young child expresses through diverse movements using tools.
4세Age 4
  • 신체를 이용하여 주변의 움직임을 자유롭게 표현한다.
    The young child freely expresses surrounding movements using the body.
  • 움직임과 춤으로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through movement and dance.
  • 도구를 활용하여 다양한 움직임으로 표현한다.
    The young child expresses through diverse movements using tools.
5세Age 5
  • 신체를 이용하여 주변의 움직임을 다양하게 표현하며 즐긴다.
    The young child expresses surrounding movements in diverse ways using the body and enjoys doing so.
  • 움직임과 춤으로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through movement and dance.
  • 다양한 도구를 활용하여 창의적으로 움직인다.
    The young child moves creatively using diverse tools.
Developmental progression 3→4→5: 3yo and 4yo freely express movement with body and tools; 5yo adds diverse, creative movement and enjoyment.
다양한 미술 재료와 도구로 자신의 생각과 느낌을 표현한다.The child expresses personal thoughts and feelings with various art materials and tools.▾
What this looks like in everyday play
창의적으로 표현하는 과정을 즐기는 내용이다.
enjoying the process of creative expression.
From the Nuri Commentary (해설서)
A real moment from the curriculum
꿀벌 역할을 맡은 두 유아가 “으악!”하며 달아난다. 이 모습을 보고 있던 희원이와 민이가 “애들아, 잠깐 기다려봐. 우리가 꿀벌집 만들어 줄게.”라고 말하며 상자, 사인펜, 물감 등을 가지고 모인다.
Two young children playing honeybees shout “Ah!” and run away. Seeing this, Huiwon and Min say, “Friends, wait a moment. We’ll make you a honeybee house,” and gather boxes, markers, paint, and other materials.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child had access to varied art materials and tools such as boxes, markers, paint, petals, sand, or twigs
  • ●child was in an open-ended making space with no predetermined finished product
  • ●child encountered peers using materials to express ideas from play or experience
This is NOT measuring
  • ○whether the child completed a finished product
  • ○whether the artwork matched an adult model
  • ○whether the child used materials neatly or correctly
Why this is opportunity-tracked, not outcome-tracked
자신의 경험, 느낌, 생각 등을 창의적으로 표현하는 과정을 즐기는 내용이다.This is about enjoying the process of creatively expressing one’s experiences, feelings, thoughts, and similar inner content.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술적 표현하기(Expressing Artistically)
3세Age 3
  • 다양한 미술활동을 경험해 본다.
    The young child experiences diverse art activities.
  • 미술활동에 필요한 재료와 도구에 관심을 가지고 사용한다.
    The young child takes interest in and uses materials and tools needed for art activities.
4세Age 4
  • 다양한 미술활동으로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through diverse art activities.
  • 협동적인 미술활동에 참여한다.
    The young child participates in cooperative art activities.
  • 미술활동에 필요한 재료와 도구를 다양하게 사용한다.
    The young child uses materials and tools needed for art activities in diverse ways.
5세Age 5
  • 다양한 미술활동으로 자신의 생각과 느낌을 표현한다.
    The young child expresses personal thoughts and feelings through diverse art activities.
  • 협동적인 미술활동에 참여하여 즐긴다.
    The young child participates in and enjoys cooperative art activities.
  • 미술활동에 필요한 재료와 도구를 다양하게 사용한다.
    The young child uses materials and tools needed for art activities in diverse ways.
Developmental progression 3→4→5: Art expression moves from trying varied art activities and materials at 3 to expressing ideas and enjoying cooperative work by 4-5.
극놀이로 경험이나 이야기를 표현한다.The child expresses experiences or stories through dramatic play.▾
What this looks like in everyday play
극놀이로 표현하는 과정을 즐기는 내용이다.
enjoying the process of expressing through dramatic play.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 친구들에게 꿀벌놀이를 하자고 제안한다. 수진: 나는 여왕벌 할래. 너희들은 모두 일벌 해. 아이 배고파. 일벌들아 꽃에게 가서 꿀을 가져와. 유찬: (날갯짓하며 교실을 한 바퀴 돌아와 수진이에게 손을 내밀며) 이건 꿀이야. 자, 먹으세요! 승민: 나는 말벌이야. 너희들은 꿀벌이니까 도망가야 돼. 웽웽. 꿀벌 역할을 맡은 두 유아가 “으악!”하며 달아난다.
A young child suggests honeybee play to friends. Sujin: “I’ll be the queen bee. You all be worker bees. I’m hungry. Worker bees, go to the flowers and bring honey.” Yuchan: (flapping wings, circling the classroom, and holding a hand out to Sujin) “This is honey. Here, eat it!” Seungmin: “I’m a wasp. You are honeybees, so you have to run away. Buzz buzz.” Two children playing honeybees shout “Ah!” and run away.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in pretend play where roles, experiences, or stories could be imagined freely
  • ●child had access to peers willing to take roles or respond to a pretend scenario
  • ●child encountered open-ended props or spaces that could become part of dramatic play
This is NOT measuring
  • ○whether the child stayed in role
  • ○whether the child told a coherent story
  • ○whether the child performed for an audience
Why this is opportunity-tracked, not outcome-tracked
유아가 자신의 경험, 다양한 상황, 이야기를 자유롭게 상상하며 극놀이로 표현하는 과정을 즐기는 내용이다.This is about the young child freely imagining their own experiences, varied situations, and stories, and enjoying the process of expressing them through dramatic play.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술적 표현하기(Expressing Artistically)
3세Age 3
  • 일상생활의 경험을 극놀이로 표현한다.
    The young child expresses everyday-life experiences through dramatic play.
4세Age 4
  • 일상생활의 경험이나 간단한 이야기를 극놀이로 표현한다.
    The young child expresses everyday-life experiences or simple stories through dramatic play.
  • 소품, 배경, 의상 등을 사용하여 협동적으로 극놀이를 한다.
    The young child engages in dramatic play cooperatively using props, backgrounds, costumes, and the like.
5세Age 5
  • 경험이나 이야기를 극놀이로 표현한다.
    The young child expresses experiences or stories through dramatic play.
  • 소품, 배경, 의상 등을 사용하여 협동적으로 극놀이를 한다.
    The young child engages in dramatic play cooperatively using props, backgrounds, costumes, and the like.
Developmental progression 3→4→5: Dramatic play expands from everyday experiences at 3 to stories and cooperative staging by 4-5.

예술 감상하기Appreciating Art

Skill cluster · 3 content elements

다양한 예술을 감상하며 상상하기를 즐긴다.The child appreciates diverse arts and enjoys imagining.▾
What this looks like in everyday play
자유롭게 상상하기를 즐기는 내용이다.
enjoying imagining freely.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 분홍색 한지를 구기고 찢어서 꾸민 봄꽃 작품을 감상하며 “와! 예쁘다. 어! 이건 어떻게 했지? 이렇게 하니까 진짜 꽃 같다. 꽃 냄새 맡아 보자. 흠, 꼭 봄꽃 요정이 나타날 것 같아, 그치?”하며 친구와 마주 보고 웃는다.
The young children appreciate a spring-flower artwork decorated by crumpling and tearing pink hanji paper. They say, “Wow! It’s pretty. Oh! How did they do this? Doing it this way makes it look like a real flower. Let’s smell the flower. Hmm, it feels like a spring-flower fairy will appear, right?” and smile at each other.
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a context where peer artwork, music, dance, visual art, or drama could be experienced
  • ●child had access to artwork or performances without a required evaluation task
  • ●child encountered a shared viewing moment where imagination could arise from art
This is NOT measuring
  • ○whether the child gave an art critique
  • ○whether the child identified the technique correctly
  • ○whether the child produced a matching artwork after viewing
Why this is opportunity-tracked, not outcome-tracked
유아가 자신과 또래의 작품이나 음악, 춤, 미술작품, 극 등 다양한 예술을 감상하고 자유롭게 상상하기를 즐기는 내용이다.This is about the young child appreciating their own and peers’ works, music, dance, artworks, drama, and other arts, and enjoying imagining freely.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술 감상하기(Appreciating Art)
3세Age 3
  • 다양한 음악, 춤, 미술작품, 극놀이 등을 듣거나 본다.
    The young child listens to or watches diverse music, dance, artworks, dramatic play, and the like.
4세Age 4
  • 다양한 음악, 춤, 미술작품, 극놀이 등을 듣거나 보고 즐긴다.
    The young child listens to or watches and enjoys diverse music, dance, artworks, dramatic play, and the like.
5세Age 5
  • 다양한 음악, 춤, 미술작품, 극놀이 등을 듣거나 보고 즐긴다.
    The young child listens to or watches and enjoys diverse music, dance, artworks, dramatic play, and the like.
Developmental progression 3→4→5: Appreciation grows from listening or watching at 3 to explicitly enjoying diverse arts by 4-5.
서로 다른 예술 표현을 존중한다.The child respects different artistic expressions.▾
What this looks like in everyday play
다양한 표현을 존중하는 내용이다.
respecting varied forms of expression.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 ‘밀양 아리랑’을 들으며 장구를 자유롭게 두드린다. 한 유아가 “얘들아! 날 좀 보소.”하고 노래를 흥얼거리며 두 손으로 장구를 두드린다. 옆에 있던 유아가 장구를 세운 후 두드리며 “나는 세워서 두드려야지. 2개로도 할 수 있어.”라고 말한다. 그러니까 옆에서 바라보던 유아가 “어? 세워서도 할 수 있네. 그렇게 쳐도 좋은 것 같다.”
The young children freely strike janggu drums while listening to ‘밀양 아리랑’ (Miryang Arirang). One child hums, “Friends! Look at me,” and strikes the janggu with both hands. A child beside them stands the janggu upright, strikes it, and says, “I’ll strike it standing up. I can do it with two too.” Then a child watching nearby says, “Oh? You can do it standing up too. Playing it that way seems good too.”
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in an art, music, dance, or drama context where peers expressed the same material differently
  • ●child had access to multiple ways of using an instrument, artwork, or movement material
  • ●child encountered peer variation without a single correct model
This is NOT measuring
  • ○whether the child praised another child’s work
  • ○whether the child used the same method as peers
  • ○whether the child judged expression with adult art vocabulary
Why this is opportunity-tracked, not outcome-tracked
유아가 자신과 또래의 작품, 음악, 춤, 미술작품, 극 등에 포함된 다양한 표현을 존중하는 내용이다.This is about the young child respecting varied expressions included in their own and peers’ works, music, dance, artworks, drama, and similar forms.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술 감상하기(Appreciating Art)
3세Age 3
  • 나와 다른 사람의 예술 표현을 소중히 여긴다.
    The young child values personal and other people's artistic expressions.
4세Age 4
  • 나와 다른 사람의 예술 표현을 소중히 여긴다.
    The young child values personal and other people's artistic expressions.
5세Age 5
  • 나와 다른 사람의 예술 표현을 소중히 여긴다.
    The young child values personal and other people's artistic expressions.
Developmental progression 3→4→5: 3yo, 4yo, and 5yo are identical; respect for personal and others' expression is stable across ages.
우리나라 전통 예술에 관심을 갖고 친숙해진다.The child takes interest in and becomes familiar with our country's traditional arts.▾
What this looks like in everyday play
전통 예술을 감상하며 우리나라 문화에 친숙해지는 내용이다.
becoming familiar with Korean culture while appreciating traditional arts.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 ‘밀양 아리랑’을 들으며 장구를 자유롭게 두드린다. 한 유아가 “얘들아! 날 좀 보소.”하고 노래를 흥얼거리며 두 손으로 장구를 두드린다. 옆에 있던 유아가 장구를 세운 후 두드리며 “나는 세워서 두드려야지. 2개로도 할 수 있어.”라고 말한다. 그러니까 옆에서 바라보던 유아가 “어? 세워서도 할 수 있네. 그렇게 쳐도 좋은 것 같다.”
The young children freely strike janggu drums while listening to ‘밀양 아리랑’ (Miryang Arirang). One child hums, “Friends! Look at me,” and strikes the janggu with both hands. A child beside them stands the janggu upright, strikes it, and says, “I’ll strike it standing up. I can do it with two too.” Then a child watching nearby says, “Oh? You can do it standing up too. Playing it that way seems good too.”
Part 3 > IV Artistic Experience > child-experience examples
What counts as having had the opportunity
  • ●child was in a context where Korean traditional music, dance, art, architecture, or drama was available
  • ●child had access to traditional instruments, songs, images, or performances as part of play or appreciation
  • ●child encountered peers exploring traditional art without a test of cultural knowledge
This is NOT measuring
  • ○whether the child named the traditional art correctly
  • ○whether the child performed the tradition accurately
  • ○whether the child demonstrated national-cultural knowledge
Why this is opportunity-tracked, not outcome-tracked
유아가 우리나라 고유의 전통 음악, 춤, 미술, 건축물, 극 등에 관심을 가지고 전통 예술을 감상하며 우리나라 문화에 친숙해지는 내용이다.This is about the young child taking interest in Korea’s own traditional music, dance, art, architecture, drama, and similar forms, and becoming familiar with Korean culture while appreciating traditional arts.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 예술 감상하기(Appreciating Art)
3세Age 3
  • 우리나라의 전통예술에 관심을 갖는다.
    The young child takes interest in our country's traditional arts.
4세Age 4
  • 우리나라의 전통예술에 관심을 갖는다.
    The young child takes interest in our country's traditional arts.
5세Age 5
  • 우리나라의 전통예술에 관심을 갖고 친숙해진다.
    The young child takes interest in and becomes familiar with our country's traditional arts.
Developmental progression 3→4→5: 3yo and 4yo take interest in traditional arts; 5yo adds familiarity.

자연탐구

Nature & Inquiry

Overall goal · 목표
탐구하는 과정을 즐기고, 자연과 더불어 살아가는 태도를 가진다.
The child enjoys the process of inquiry and develops an attitude of living together with nature.
Sub-goals
  1. 일상에서 호기심을 가지고 탐구하는 과정을 즐긴다.The child has curiosity in everyday life and enjoys the process of inquiry.
  2. 생활 속의 문제를 수학적, 과학적으로 탐구한다.The child inquires into problems in daily life mathematically and scientifically.
  3. 생명과 자연을 존중한다.The child respects life and nature.

탐구과정 즐기기Enjoying the Inquiry Process

Skill cluster · 3 content elements

주변 세계와 자연에 대해 지속적으로 호기심을 가진다.The child has ongoing curiosity about the surrounding world and nature.▾
What this looks like in everyday play
지속적으로 궁금한 것을 찾아가거나 표현하는 내용이다.
continuing to seek or express things one wonders about.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들의 모래 구덩이 만들기가 계속되고 있다. 오늘은 유아들이 모래 속으로 물을 붓는다. 한 유아가 “물이 자꾸 없어져.”라고 말한다. 옆에 있던 유아들도 함께 “왜 자꾸 없어지지?”, “땅을 더 파야 해.”, “아니야, 빨리 물을 부어야 해.”라고 이야기 나누며 물이 스며드는 것에 호기심을 가진다.
The young children’s sand-pit making continues. Today the children pour water into the sand. One child says, “The water keeps disappearing.” The children nearby talk together: “Why does it keep disappearing?” “We need to dig the ground more.” “No, we need to pour water quickly,” showing curiosity about the water soaking in.
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in a natural or material-rich setting where changes could be noticed over time
  • ●child had access to sand, water, living things, weather, or other phenomena that invite curiosity
  • ●child encountered peer questions about why something happened
This is NOT measuring
  • ○whether the child found the correct explanation
  • ○whether the child asked a verbal question
  • ○whether the child sustained inquiry for an adult-set duration
Why this is opportunity-tracked, not outcome-tracked
유아가 물질, 물체, 동식물, 자연현상 등에 호기심을 가지고, 놀이에서 지속적으로 궁금한 것을 찾아가거나 표현하는 내용이다.This is about the young child having curiosity about materials, objects, animals and plants, natural phenomena, and similar things, and in play continuing to seek or express what they wonder about.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 탐구하는 태도 기르기(Developing an Inquiry Attitude)
3세Age 3
  • 주변 사물과 자연세계에 대해 호기심을 갖는다.
    The young child has curiosity about surrounding objects and the natural world.
4세Age 4
  • 주변 사물과 자연세계에 대해 지속적으로 호기심을 갖는다.
    The young child has ongoing curiosity about surrounding objects and the natural world.
5세Age 5
  • 주변 사물과 자연세계에 대해 지속적으로 호기심을 갖고 알고자 한다.
    The young child has ongoing curiosity about surrounding objects and the natural world and wants to know about them.
Developmental progression 3→4→5: Curiosity progresses from having interest at 3 to sustained curiosity at 4 and sustained curiosity plus wanting to know at 5.
궁금한 것을 탐구하는 과정에 즐겁게 참여한다.The child joyfully participates in the process of inquiring into what they are curious about.▾
What this looks like in everyday play
다양한 탐구과정을 자발적으로 즐기는 내용이다.
voluntarily enjoying varied inquiry processes.
From the Nuri Commentary (해설서)
A real moment from the curriculum
규리: 음...먹이를 잡아먹으려고 그런 거야. 수연: 이거 봐. 찐득한 발로 내 손을 잡으려고 하는 것 같아.
Gyuri: “Hmm... it’s to catch food.” Suyeon: “Look at this. It seems like it is trying to hold my hand with its sticky feet.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in an inquiry context with living things, objects, or materials available for observation and comparison
  • ●child had enough time and permission to look closely, predict, test, or discuss
  • ●child encountered peer ideas about a shared question without needing a correct answer
This is NOT measuring
  • ○whether the child used scientific vocabulary
  • ○whether the child completed an adult-designed experiment
  • ○whether the child reached a correct conclusion
Why this is opportunity-tracked, not outcome-tracked
유아가 궁금한 것을 알아보기 위해 관찰, 비교, 분류, 예측, 실험 등의 다양한 탐구과정을 자발적으로 즐기는 내용이다.This is about the young child voluntarily enjoying varied inquiry processes such as observation, comparison, classification, prediction, and experimentation in order to find out what they wonder about.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 탐구하는 태도 기르기(Developing an Inquiry Attitude)
3세Age 3
  • 궁금한 점을 알아보는 과정에 흥미를 갖는다.
    The young child has interest in the process of finding out about what they are curious about.
4세Age 4
  • 궁금한 점을 알아보는 탐구과정에 관심을 가지고 참여한다.
    The young child takes interest in and participates in the inquiry process of finding out about what they are curious about.
  • 일생생활의 문제를 해결하는 과정에서 탐색, 관찰 등의 방법을 활용해 본다.
    The young child tries using methods such as exploration and observation in the process of solving everyday-life problems.
5세Age 5
  • 궁금한 점을 알아보는 탐구과정에 참여하고 즐긴다.
    The young child participates in and enjoys the inquiry process of finding out about what they are curious about.
  • 일상생활의 문제를 해결하는 과정에서 탐색, 관찰, 비교, 예측 등의 탐구기술을 활용해 본다.
    The young child tries using inquiry skills such as exploration, observation, comparison, and prediction in the process of solving everyday-life problems.
Developmental progression 3→4→5: Inquiry participation moves from interest at 3 to active participation and basic inquiry methods at 4, then enjoyment and broader inquiry skills at 5.
탐구과정에서 서로 다른 생각에 관심을 가진다.The child takes interest in different ideas during the inquiry process.▾
What this looks like in everyday play
서로 다른 생각에 관심을 가지는 내용이다.
taking interest in different thoughts.
From the Nuri Commentary (해설서)
A real moment from the curriculum
규리: 음...먹이를 잡아먹으려고 그런 거야. 수연: 이거 봐. 찐득한 발로 내 손을 잡으려고 하는 것 같아.
Gyuri: “Hmm... it’s to catch food.” Suyeon: “Look at this. It seems like it is trying to hold my hand with its sticky feet.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in a shared inquiry setting where peers could offer different explanations
  • ●child had access to an object, animal, or phenomenon that could invite more than one idea
  • ●child encountered teacher or peer talk that held multiple hypotheses open
This is NOT measuring
  • ○whether the child agreed with others
  • ○whether the child selected the correct explanation
  • ○whether the child verbally compared all ideas
Why this is opportunity-tracked, not outcome-tracked
유아가 탐구하는 과정에서 자신의 생각을 또래나 교사와 함께 공유하고, 서로 다른 생각에 관심을 가지는 내용이다.This is about the young child sharing their own thoughts with peers or the teacher during inquiry and taking interest in different thoughts.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 탐구하는 태도 기르기(Developing an Inquiry Attitude)
3세Age 3
No 2012 entry for this age.
4세Age 4
No 2012 entry for this age.
5세Age 5
  • 탐구과정에서 서로 다른 생각에 관심을 갖는다.
    The young child takes interest in different ideas during the inquiry process.
Developmental progression 3→4→5: The explicit attention to different ideas appears only at 5 in the 2012 age columns.

생활 속에서 탐구하기Inquiring in Everyday Life

Skill cluster · 7 content elements

물체의 특성과 변화를 여러 가지 방법으로 탐색한다.The child explores the properties and changes of objects in various ways.▾
What this looks like in everyday play
변화되는 특성과 변화되지 않는 특성이 무엇인지 탐색해 보는 내용이다.
exploring which characteristics change and which do not.
From the Nuri Commentary (해설서)
A real moment from the curriculum
우리밀 과자를 만드는 과정에서 유아들은 버터와 계란, 밀가루를 숟가락으로 휘저으며 놀라운 표정으로 말한다. “어? 이것 봐! 반죽이 점점 갈색으로 변하고 있어.”, “색깔이 진하게 변한다.”, “점점 찐득찐득해지고 있어.”, “섞는 게 힘들어. 이제 네가 해 봐.”
While making Korean wheat cookies, the young children stir butter, eggs, and flour with spoons and speak with surprised expressions. “Oh? Look at this! The dough is gradually turning brown.” “The color is getting darker.” “It’s getting stickier and stickier.” “Mixing is hard. Now you try.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child had access to familiar materials whose color, texture, smell, sound, or shape could be explored
  • ●child was in a cooking, mixing, cutting, or manipulating context where material change could be noticed
  • ●child encountered peers noticing material properties without a required experiment sheet
This is NOT measuring
  • ○whether the child named all properties correctly
  • ○whether the child explained the cause of change
  • ○whether the child completed a science task
Why this is opportunity-tracked, not outcome-tracked
나아가 그 물체나 물질을 자르고 섞는 등 다양한 방법으로 변화시켜보며, 변화되는 특성과 변화되지 않는 특성이 무엇인지 탐색해 보는 내용이다.Further, this is about changing objects or materials in varied ways, such as cutting or mixing them, and exploring which characteristics change and which do not.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 과학적 탐구하기(Scientific Inquiry)
3세Age 3
  • 친숙한 물체와 물질의 특성에 관심을 갖는다.
    The young child takes interest in the properties of familiar objects and materials.
  • 돌, 물, 흙 등 자연물에 관심을 갖는다.
    The young child takes interest in natural things such as stones, water, and soil.
4세Age 4
  • 친숙한 물체와 물질의 특성을 알아본다.
    The young child finds out about the properties of familiar objects and materials.
  • 물체와 물질을 여러 가지 방법으로 변화시켜 본다.
    The young child tries changing objects and materials in various ways.
  • 돌, 물, 흙 등 자연물의 특성과 변화를 알아본다.
    The young child finds out about the properties and changes of natural things such as stones, water, and soil.
5세Age 5
  • 주변의 여러 가지 물체와 물질의 기본 특성을 알아본다.
    The young child finds out about the basic properties of various surrounding objects and materials.
  • 물체와 물질을 여러 가지 방법으로 변화시켜 본다.
    The young child tries changing objects and materials in various ways.
  • 돌, 물, 흙 등 자연물의 특성과 변화를 알아본다.
    The young child finds out about the properties and changes of natural things such as stones, water, and soil.
Developmental progression 3→4→5: Exploration broadens from interest in familiar properties and natural things at 3 to changing materials at 4 and wider object/material properties at 5.
물체를 세어 수량을 알아본다.The child counts objects to find out quantities.▾
What this looks like in everyday play
수량을 세어 많고 적음 및 수량의 변화를 알아보는 내용이다.
counting quantities and noticing more, less, and changes in quantity.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 모여 하고 싶은 놀이에 대해 자유롭게 이야기를 나누고 있다. 민지: 야, 우리 같이 놀자. 뭐할까? 현우: 나는 술래잡기. 민지: 나는 꼬마야 줄넘기 할래. 현우: 우리 손들어서 정하자. 술래잡기하고 싶은 사람 손! … 한 명, 두 명, 세 명. 그러면 줄넘기하고 싶은 사람 손! 민지: 똑같잖아. 술래잡기도 3명이고, 줄넘기도 3명이잖아.
The young children gather and freely talk about the play they want to do. Minji: “Hey, let’s play together. What should we do?” Hyeonwoo: “I want tag.” Minji: “I want 꼬마야 줄넘기 (little-child jump-rope game).” Hyeonwoo: “Let’s decide by raising hands. Hands up if you want tag! ... One, two, three. Then hands up if you want jump rope!” Minji: “It’s the same. Tag has 3 people, and jump rope has 3 people too.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in everyday play where collections, votes, turns, or groups could be counted meaningfully
  • ●child had access to countable peers, objects, or choices during play
  • ●child encountered a group decision context where quantity could matter
This is NOT measuring
  • ○whether the child counted accurately
  • ○whether the child recognized numerals
  • ○whether the child solved the quantity problem
Why this is opportunity-tracked, not outcome-tracked
유아가 일상에서 수에 관심을 가지고, 수량을 세어 많고 적음 및 수량의 변화를 알아보는 내용이다.This is about the young child taking interest in numbers in daily life, counting quantities, and noticing more, less, and changes in quantity.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 수학적 탐구하기(Mathematical Inquiry)
3세Age 3
  • 생활 속에서 수에 관심을 갖는다.
    The young child takes interest in numbers in daily life.
  • 구체물 수량의 많고 적음을 비교한다.
    The young child compares whether quantities of concrete objects are many or few.
  • 다섯 개 가량의 구체물을 세어보고 수량에 관심을 갖는다.
    The young child counts about five concrete objects and takes interest in quantity.
4세Age 4
  • 생활 속에서 사용되는 수의 여러 가지 의미를 안다.
    The young child knows several meanings of numbers used in daily life.
  • 구체물 수량에서 ‘같다’, ‘더 많다’, ‘더 적다’의 관계를 안다.
    The young child knows the relationships of 'same,' 'more,' and 'fewer' in quantities of concrete objects.
  • 열 개 가량의 구체물을 세어보고 수량을 알아본다.
    The young child counts about ten concrete objects and finds out the quantity.
5세Age 5
  • 생활 속에서 사용되는 수의 여러 가지 의미를 안다.
    The young child knows several meanings of numbers used in daily life.
  • 구체물 수량의 부분과 전체 관계를 알아본다.
    The young child finds out about part-whole relationships in quantities of concrete objects.
  • 스무 개 가량의 구체물을 세어보고 수량을 알아본다.
    The young child counts about twenty concrete objects and finds out the quantity.
  • 구체물을 가지고 더하고 빼는 경험을 해 본다.
    The young child experiences adding and subtracting with concrete objects.
Developmental progression 3→4→5: Number work moves from interest and many/few comparisons at 3 to same/more/fewer and counting ten at 4, then part-whole, counting twenty, and early add/subtract experiences at 5.
물체의 위치와 방향, 모양을 알고 구별한다.The child knows and distinguishes the position, direction, and shape of objects.▾
What this looks like in everyday play
공간 안에서 위치와 방향을 알아가는 내용이다.
coming to know position and direction in space.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 숨바꼭질을 한다. 한 유아가 “선생님, 쉿! 나 여기 밑에 숨어 있다고 말하면 안 돼요.”라고 말하곤 미끄럼틀을 올라가는 계단 아래쪽으로 들어가 숨는다. “내 앞에 계단이 있으니까 친구들에게 난 잘 안 들키겠지? 하하”라고 혼잣말을 하며 웃는다.
The young children play hide-and-seek. One child says, “Teacher, shh! You must not say I’m hiding down here,” then goes under the stairs leading up to the slide and hides. The child laughs while talking to themself: “Since the stairs are in front of me, friends probably won’t find me easily, right? Haha.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in a play environment with spatial features such as under, above, beside, in front, or behind
  • ●child had access to blocks, playground structures, hideouts, or shaped objects
  • ●child encountered situations where position, direction, or shape mattered to play
This is NOT measuring
  • ○whether the child used position words correctly
  • ○whether the child identified shapes by name
  • ○whether the child completed a spatial task accurately
Why this is opportunity-tracked, not outcome-tracked
유아가 자신과 물체를 기준으로 앞, 뒤, 옆, 위, 아래 등 공간 안에서 위치와 방향을 알아가는 내용이다.This is about the young child coming to know positions and directions in space, such as front, back, side, above, and below, based on the self and objects.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 수학적 탐구하기(Mathematical Inquiry)
3세Age 3
  • 나를 중심으로 앞, 뒤, 옆, 위, 아래를 알아본다.
    The young child finds out front, back, side, above, and below centered on the self.
  • 물체의 모양에 관심을 갖는다.
    The young child takes interest in the shapes of objects.
4세Age 4
  • 위치와 방향을 여러 가지 방법으로 나타내 본다.
    The young child tries representing position and direction in various ways.
  • 기본 도형의 특성을 인식한다.
    The young child recognizes the properties of basic shapes.
  • 기본 도형을 사용하여 여러 가지 모양을 구성해 본다.
    The young child uses basic shapes to compose various forms.
5세Age 5
  • 위치와 방향을 여러 가지 방법으로 나타내 본다.
    The young child tries representing position and direction in various ways.
  • 여러 방향에서 물체를 보고 그 차이점을 비교해 본다.
    The young child looks at objects from several directions and compares the differences.
  • 기본 도형의 공통점과 차이점을 알아본다.
    The young child finds out commonalities and differences among basic shapes.
  • 기본 도형을 사용하여 여러 가지 모양을 구성해 본다.
    The young child uses basic shapes to compose various forms.
Developmental progression 3→4→5: Spatial-shape knowledge moves from self-centered position and shape interest at 3 to representation and basic-shape recognition at 4, then comparing viewpoints and shape differences at 5.
일상에서 길이, 무게 등의 속성을 비교한다.The child compares attributes such as length and weight in everyday life.▾
What this looks like in everyday play
물체를 비교하여 순서 지어 보는 내용이다.
comparing objects and ordering them.
From the Nuri Commentary (해설서)
A real moment from the curriculum
복도에서 5세 수진이가 3세 승우와 4세 민석이를 만난다. 수진이가 “내가 키 재 줄게. 너희 둘이 여기에 서 봐.”라고 말한다. 승우와 민석이가 등을 마주 대고 서자 수진이는 “니가 좀 더 큰데. 내가 누가 무거운지도 봐 줄게.”하며 두 유아를 차례로 뒤에서 두 팔로 안고 들어 올린다. 수진이는 “너보다 얘가 좀 더 무거워.”하며 웃는다.
In the hallway, 5-year-old Sujin meets 3-year-old Seungwoo and 4-year-old Minseok. Sujin says, “I’ll measure your height. You two stand here.” When Seungwoo and Minseok stand back to back, Sujin says, “You’re a bit taller. I’ll see who is heavier too,” and lifts the two children one at a time from behind with both arms. Sujin laughs and says, “This one is a bit heavier than you.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in everyday play where length, height, weight, or other measurable attributes could be encountered
  • ●child had access to bodies or objects that could be compared informally
  • ●child encountered peer curiosity about bigger, smaller, heavier, lighter, longer, or shorter
This is NOT measuring
  • ○whether the child measured accurately
  • ○whether the child used standard units
  • ○whether the child ordered all items correctly
Why this is opportunity-tracked, not outcome-tracked
유아가 일상에서 길이나 무게 등 측정 가능한 속성을 알고, 이 속성을 기준으로 물체를 비교하여 순서 지어 보는 내용이다.This is about the young child knowing measurable attributes such as length or weight in daily life, and comparing and ordering objects based on these attributes.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 수학적 탐구하기(Mathematical Inquiry)
3세Age 3
  • 두 물체의 길이, 크기를 비교해 본다.
    The young child tries comparing the length and size of two objects.
4세Age 4
  • 일상생활에서 길이, 크기, 무게 등을 비교해 본다.
    The young child tries comparing length, size, weight, and the like in daily life.
5세Age 5
  • 일상생활에서 길이, 크기, 무게, 들이 등의 속성을 비교하고, 순서를 지어 본다.
    The young child compares attributes such as length, size, weight, and capacity in daily life and puts them in order.
  • 임의 측정 단위를 사용하여 길이, 면적, 들이, 무게 등을 재 본다.
    The young child tries measuring length, area, capacity, weight, and the like using arbitrary measurement units.
Developmental progression 3→4→5: Measurement comparison expands from length and size of two objects at 3 to everyday length-size-weight comparison at 4, then ordering attributes and arbitrary-unit measuring at 5.
주변에서 반복되는 규칙을 찾는다.The child finds repeating patterns in the surroundings.▾
What this looks like in everyday play
반복되는 배열에 숨어 있는 질서와 규칙을 발견하여 다음에 올 것이 무엇인지를 예측하는 내용이다.
discovering order and rules in repeated arrangements and predicting what comes next.
From the Nuri Commentary (해설서)
What counts as having had the opportunity
  • ●child was in an environment where repeated arrangements, rhythms, routines, or visual patterns were available
  • ●child had access to objects, sounds, movements, or events that could repeat in a sequence
  • ●child encountered patterned materials without being required to complete a worksheet
This is NOT measuring
  • ○whether the child completed a pattern correctly
  • ○whether the child named the rule
  • ○whether the child predicted the next item on demand
Why this is opportunity-tracked, not outcome-tracked
유아가 생활 주변에서 사물이나 사건의 양상이 일정한 순서로 반복 배열되는 것에 관심을 갖고 즐기며, 반복되는 배열에 숨어 있는 질서와 규칙을 발견하여 다음에 올 것이 무엇인지를 예측하는 내용이다.This is about the young child taking interest in and enjoying the way objects or events around daily life are arranged repeatedly in a certain order, discovering the order and rules hidden in repeated arrangements, and predicting what will come next.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 수학적 탐구하기(Mathematical Inquiry)
3세Age 3
  • 생활주변에서 반복되는 규칙성에 관심을 갖는다.
    The young child takes interest in repeated patterns in the surroundings of daily life.
4세Age 4
  • 생활주변에서 반복되는 규칙성을 알아본다.
    The young child finds out about repeated patterns in the surroundings of daily life.
  • 반복되는 규칙성을 인식하고 모방한다.
    The young child recognizes and imitates repeated patterns.
5세Age 5
  • 생활주변에서 반복되는 규칙성을 알고 다음에 올 것을 예측해 본다.
    The young child knows repeated patterns in the surroundings of daily life and tries predicting what comes next.
  • 스스로 규칙성을 만들어 본다.
    The young child tries making patterns independently.
Developmental progression 3→4→5: Patterning progresses from interest at 3 to recognizing and imitating at 4, then predicting next items and making patterns at 5.
일상에서 모은 자료를 기준에 따라 분류한다.The child classifies data gathered in everyday life according to criteria.▾
What this looks like in everyday play
수집한 자료의 공통점과 차이점을 탐색하며.
exploring similarities and differences in collected materials.
From the Nuri Commentary (해설서)
A real moment from the curriculum
바깥 놀이터에서 유아가 친구들에게 “우리 이 열매 모으자. 개미는 이걸 좋아하거든.” 하며 제안하자, 유아들이 “여기 많다.”라고 말하며 바닥에 떨어진 작은 열매를 줍기 시작한다. 한 유아가 솔방울을 내밀자, “아니야. 솔방울은 너무 커, 좀 작은 게 필요해. 동그랗게 이거랑 똑같이 생긴 것만.”하고 말한다. 잠시 후 유아들이 주운 열매를 모으고, “이것 봐, 진짜 다 똑같은 열매다.”, “그런데 여기 빨간 건 잘 익은 건가?”, “내일 오면 개미가 빨갛게 익은 건 다 먹었겠지?”라고 말하며 빨간 열매와 초록 열매를 골라낸다.
On the outdoor playground, when a young child suggests to friends, “Let’s collect these berries. Ants like these,” the children say, “There are lots here,” and begin picking up small berries that have fallen on the ground. When one child holds out a pine cone, another says, “No. Pine cones are too big; we need small ones. Only round ones that look exactly like this.” A little later, the children gather the berries they picked and sort out red berries and green berries, saying, “Look, they really are all the same berries,” “But are these red ones ripe?” and “When we come tomorrow, the ants will have eaten all the red ripe ones, right?”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in a setting with collectable natural or everyday materials
  • ●child had access to objects with visible similarities and differences such as size, shape, or color
  • ●child encountered a peer purpose for gathering and sorting materials
This is NOT measuring
  • ○whether the child sorted by the adult’s chosen criterion
  • ○whether the child named the classification rule
  • ○whether the child made mutually exclusive categories
Why this is opportunity-tracked, not outcome-tracked
유아가 일상생활에서 흥미와 관심에 따라 필요한 자료를 다양한 방법으로 모으고, 수집한 자료의 공통점과 차이점을 탐색하며. 이를 하나 또는 그 이상의 다양한 기준(예: 모양, 크기, 색깔 등)에 따라 정리하고 조직해보는 내용이다.This is about the young child gathering needed materials in varied ways according to interest and curiosity in daily life, exploring similarities and differences in the collected materials, and arranging and organizing them by one or more varied criteria such as shape, size, or color.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 수학적 탐구하기(Mathematical Inquiry)
3세Age 3
  • 같은 것 끼리 짝을 짓는다.
    The young child pairs things that are the same.
4세Age 4
  • 필요한 정보나 자료를 수집한다.
    The young child collects needed information or data.
  • 한 가지 기준으로 자료를 분류해 본다.
    The young child tries classifying data by one criterion.
5세Age 5
  • 필요한 정보나 자료를 수집한다.
    The young child collects needed information or data.
  • 한 가지 기준으로 분류한 자료를 다른 기준으로 재분류해 본다.
    The young child tries reclassifying data classified by one criterion according to another criterion.
  • 그림, 사진, 기호나 숫자를 사용해 그래프로 나타내 본다.
    The young child tries representing data in a graph using drawings, photos, symbols, or numbers.
Developmental progression 3→4→5: Data work develops from pairing same things at 3 to collecting and one-criterion classification at 4, then reclassification and graph representation at 5.
도구와 기계에 대해 관심을 가진다.The child takes interest in tools and machines.▾
What this looks like in everyday play
직접 사용해 보면서, 도구와 기계가 우리의 생활에 어떠한 도움을 주는지에 대해 관심을 가지는 내용이다.
taking interest in how tools and machines help daily life through direct use.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아들이 선생님과 함께 콩나물무침 요리를 하고 있다. 작은 절구를 보던 한 유아가 “와! 맷돌이다.”라고 말하자, 다른 유아들이 “저건 콩콩 찧는 거야.”, “맷돌이 아니고...?” 하며 선생님을 쳐다본다. 선생님은 “이건 절구인데.”라고 말하자, 유아들이 “오늘 콩나물 무침에 쓰려고요?”하고 묻는다. 선생님은 “그래. 이걸로 깨소금을 만들어 볼까?”라고 말하며 절구 안에 깨를 넣는다.
The young children are cooking seasoned bean sprouts with the teacher. Seeing a small mortar, one child says, “Wow! It’s a millstone.” Other children look at the teacher and say, “That’s for pounding,” and “Isn’t it a millstone...?” When the teacher says, “This is a mortar,” the children ask, “Are we going to use it for today’s seasoned bean sprouts?” The teacher says, “Yes. Shall we make sesame salt with this?” and puts sesame seeds into the mortar.
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child had access to everyday tools or simple machines in cooking, classroom, or play contexts
  • ●child was present where adults or peers used a tool for a real purpose
  • ●child encountered tool names, functions, and handling opportunities without a test of correct use
This is NOT measuring
  • ○whether the child named the tool correctly
  • ○whether the child used the tool skillfully
  • ○whether the child explained how the tool works
Why this is opportunity-tracked, not outcome-tracked
유아가 일상생활에서 사용하는 다양한 도구와 기계에 관심을 가지고 직접 사용해 보면서, 도구와 기계가 우리의 생활에 어떠한 도움을 주는지에 대해 관심을 가지는 내용이다.This is about the young child taking interest in varied tools and machines used in daily life and, through direct use, taking interest in how tools and machines help our lives.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 과학적 탐구하기(Scientific Inquiry)
3세Age 3
  • 생활 속에서 간단한 도구와 기계에 관심을 갖는다.
    The young child takes interest in simple tools and machines in daily life.
  • 도구와 기계의 편리함에 관심을 갖는다.
    The young child takes interest in the convenience of tools and machines.
4세Age 4
  • 생활 속에서 간단한 도구와 기계를 활용한다.
    The young child uses simple tools and machines in daily life.
  • 도구와 기계의 편리함에 관심을 갖는다.
    The young child takes interest in the convenience of tools and machines.
5세Age 5
  • 생활 속에서 간단한 도구와 기계를 활용한다.
    The young child uses simple tools and machines in daily life.
  • 변화하는 새로운 도구와 기계에 관심을 갖고 장단점을 안다.
    The young child takes interest in changing new tools and machines and knows their advantages and disadvantages.
Developmental progression 3→4→5: Tools progress from interest and convenience awareness at 3 to use at 4 and awareness of changing tools' advantages and disadvantages at 5.

자연과 더불어 살기Living Together with Nature

Skill cluster · 3 content elements

주변의 동식물에 관심을 가진다.The child takes interest in nearby animals and plants.▾
What this looks like in everyday play
동식물의 특성에 관심을 가지고 탐구하는 내용이다.
taking interest in and inquiring into the characteristics of animals and plants.
From the Nuri Commentary (해설서)
A real moment from the curriculum
유아가 개미를 발견하고 모두 놀란다. “야 개미다.”, “여기 봐.”, “으~악”, “무서운 거 아니야.” 한 유아가 “열매 같은 걸 가져가나 봐. 무겁겠다.”, “배가 고픈가 봐.”, “어디로 가지?”, “밟지 마.”라고 이야기하며 개미가 지나갈 수 있도록 몸을 옆으로 비키며 개미를 쳐다본다.
A young child finds an ant and everyone is surprised. “Hey, it’s an ant.” “Look here.” “Ahhh.” “It’s not scary.” One child says, “It must be taking something like a berry. It must be heavy,” “Maybe it’s hungry,” “Where is it going?” and “Don’t step on it,” while moving the body aside so the ant can pass and watching the ant.
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in arrival, departure, walk, outdoor-playground, or classroom settings where animals or plants could be encountered
  • ●child had access to living things or traces of living things that could be watched without needing to capture them
  • ●child encountered peer talk about what an animal or plant was doing
This is NOT measuring
  • ○whether the child identified the species correctly
  • ○whether the child handled the living thing
  • ○whether the child made a scientific observation statement
Why this is opportunity-tracked, not outcome-tracked
유아가 등·하원, 산책, 바깥 놀이터, 교실에서 접할 수 있는 동식물을 관찰하거나 직접 길러 보면서, 동식물의 특성에 관심을 가지고 탐구하는 내용이다.This is about the young child observing or directly raising animals and plants encountered during arrival and departure, walks, the outdoor playground, or the classroom, and taking interest in and inquiring into their characteristics.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 과학적 탐구하기(Scientific Inquiry)
3세Age 3
  • 주변의 동식물에 관심을 가진다.
    The young child takes interest in nearby animals and plants.
4세Age 4
  • 관심 있는 동식물의 특성을 알아본다.
    The young child finds out about the properties of animals and plants they are interested in.
5세Age 5
  • 관심 있는 동식물의 특성과 성장 과정을 알아본다.
    The young child finds out about the properties and growth process of animals and plants they are interested in.
Developmental progression 3→4→5: Animal-plant inquiry moves from interest in nearby living things at 3 to properties at 4 and properties plus growth processes at 5.
생명과 자연환경을 소중히 여긴다.The child values life and the natural environment.▾
What this looks like in everyday play
생명체로서 소중히 여기는 내용이다.
valuing them as living beings.
From the Nuri Commentary (해설서)
A real moment from the curriculum
성민: 저, 도토리 엄청 주웠어요. 교사: 벌써 도토리가 떨어져 있었어? 성민: 네. 다람쥐들이 도토리를 많이 먹으라고 조금만 주웠어요. 교사: 어머! 네가 주워온 도토리를 보니까 정말 가을이 온 걸 알겠구나. 네 말대로 다람쥐들은 맛있는 도토리를 먹는 가을이라서 신나겠다.
Seongmin: “I picked up a lot of acorns.” Teacher: “Were acorns already fallen?” Seongmin: “Yes. I only picked up a few so squirrels can eat lots of acorns.” Teacher: “Oh! Looking at the acorns you brought, I can really tell fall has come. As you said, squirrels must be excited because fall is when they eat tasty acorns.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in a nature or outdoor context where living things and their habitats could be noticed
  • ●child had access to natural materials such as acorns, insects, plants, or outdoor spaces without needing to collect all of them
  • ●child encountered adult or peer talk about leaving resources for animals or protecting living things
This is NOT measuring
  • ○whether the child behaved gently every time
  • ○whether the child gave a correct conservation explanation
  • ○whether the child showed measurable environmental responsibility
Why this is opportunity-tracked, not outcome-tracked
이들을 생명체로서 소중히 여기는 내용이다.This is about valuing them as living beings.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 과학적 탐구하기(Scientific Inquiry)
3세Age 3
  • 생명체를 소중히 여기는 마음을 갖는다.
    The young child has a heart that values living things.
4세Age 4
  • 생명체를 소중히 여기는 마음을 갖는다.
    The young child has a heart that values living things.
  • 생명체가 살기 좋은 환경에 대해 관심을 갖는다.
    The young child takes interest in environments that are good for living things to live in.
5세Age 5
  • 생명체를 소중히 여기는 마음을 갖는다.
    The young child has a heart that values living things.
  • 생명체가 살기 좋은 환경과 녹색환경에 대해 알아본다.
    The young child finds out about environments that are good for living things to live in and green environments.
Developmental progression 3→4→5: Valuing living things is stable across 3-5, while explicit environmental concern appears at 4 and green-environment understanding at 5.
날씨와 계절의 변화를 생활과 관련짓는다.The child relates changes in weather and seasons to daily life.▾
What this looks like in everyday play
자연의 변화가 자신의 옷차림, 놀이 등 일상생활에 영향을 준다는 것을 이해하고 적절하게 대처하는 내용이다.
understanding that natural changes affect daily life such as clothing and play, and responding suitably.
From the Nuri Commentary (해설서)
A real moment from the curriculum
성민: 저, 도토리 엄청 주웠어요. 교사: 벌써 도토리가 떨어져 있었어? 성민: 네. 다람쥐들이 도토리를 많이 먹으라고 조금만 주웠어요. 교사: 어머! 네가 주워온 도토리를 보니까 정말 가을이 온 걸 알겠구나. 네 말대로 다람쥐들은 맛있는 도토리를 먹는 가을이라서 신나겠다.
Seongmin: “I picked up a lot of acorns.” Teacher: “Were acorns already fallen?” Seongmin: “Yes. I only picked up a few so squirrels can eat lots of acorns.” Teacher: “Oh! Looking at the acorns you brought, I can really tell fall has come. As you said, squirrels must be excited because fall is when they eat tasty acorns.”
Part 3 > V Nature Inquiry > child-experience examples
What counts as having had the opportunity
  • ●child was in daily life where weather, season, temperature, or daylight changes were noticeable
  • ●child had access to outdoor experiences or seasonal natural materials such as acorns
  • ●child encountered adult or peer conversation connecting season or weather to clothing, play, or comfort
This is NOT measuring
  • ○whether the child named the season correctly
  • ○whether the child dressed appropriately without support
  • ○whether the child explained weather effects scientifically
Why this is opportunity-tracked, not outcome-tracked
유아가 낮과 밤, 날씨, 계절의 변화를 느끼고, 자연의 변화가 자신의 옷차림, 놀이 등 일상생활에 영향을 준다는 것을 이해하고 적절하게 대처하는 내용이다.This is about the young child feeling changes in day and night, weather, and seasons, understanding that changes in nature affect daily life such as clothing and play, and responding suitably.
Predecessor 2012 framework — age-stratified emergence(from the 2019 Commentary's 신구대조표 appendix)
2012 content category: 과학적 탐구하기(Scientific Inquiry)
3세Age 3
  • 날씨에 관심을 갖는다.
    The young child takes interest in weather.
4세Age 4
  • 날씨와 기후변화에 관심을 갖는다.
    The young child takes interest in weather and climate change.
5세Age 5
  • 낮과 밤, 계절의 변화와 규칙성을 알아본다.
    The young child finds out about day and night and changes and regularity of the seasons.
  • 날씨와 기후변화 등 자연현상에 대해 관심을 갖는다.
    The young child takes interest in natural phenomena such as weather and climate change.
Developmental progression 3→4→5: Weather interest at 3 expands to weather and climate change at 4, while 5 adds day-night and seasonal regularity within broader natural phenomena.

Sources & licence

statutory decree
교육부 고시 제2019-189호 유치원 교육과정
MOE Decree No. 2019-189: Kindergarten Curriculum
교육부 (Ministry of Education) · 2019-12-30발간등록번호 11-1342000-000521-01
statutory decree
보건복지부 고시 제2019-152호 3~5세 누리과정
MOHW Decree No. 2019-152: 3-5 Year Nuri Curriculum
보건복지부 (Ministry of Health and Welfare) · 2019-12-30발간등록번호 11-1352000-002600-01
official commentary
2019 개정 누리과정 해설서
Commentary on the 2019 Revised Nuri Curriculum
육아정책연구소 (KICCE — Korea Institute of Child Care and Education) · 2019-12-30발간등록번호 11-1342000-000522-01
operational resource
2019 개정 누리과정 놀이실행자료
2019 Revised Nuri Curriculum: Play Implementation Resource
육아정책연구소 (KICCE — Korea Institute of Child Care and Education) · 2019-12-30발간등록번호 11-1342000-000524-01
operational resource
2019 개정 누리과정 놀이이해자료
2019 Revised Nuri Curriculum: Play Understanding Resource
육아정책연구소 (KICCE — Korea Institute of Child Care and Education) · 2019-12-30발간등록번호 11-1342000-000523-01
internal crosswalk appendix
2019 개정 누리과정 해설서 부록 — 누리과정 신구 대조표 (2012 ↔ 2019)
2019 Revised Nuri Curriculum Commentary, Appendix — Old/New Comparison Table (2012 ↔ 2019)
교육부 · 보건복지부 · 육아정책연구소 (KICCE) · 2019-12-30
Licence: Korean Government Open License Type 1 (공공저작물 자유이용허락 표시기준 (출처표시))
Attribution required: 교육부 · 보건복지부 · 육아정책연구소 (Government of Republic of Korea)
Portal: https://www.i-nuri.go.kr