A Study on the Direction of Integrated Early Childhood Education and Care Policies through the Perception of Prospective Early Childhood Educators

This study analyzed the current status of inclusive education policies and the perceptions of prospective preschool teachers regarding these policies. The findings of this study are as follows, Firstly, the current government is promoting unified management systems for inclusive education policies. Secondly, prospective preschool teachers show more interest in inclusive education policies than in knowledge itself. Thirdly, prospective preschool teachers recognize the necessity of inclusive education policies because they ensure the similarity between early childhood education and care, enabling all young children to receive equal education and services. Fourthly, prospective preschool teachers believe that the qualification standards for teachers in inclusive education policies should remain similar to those of current kindergarten teachers, and the acquisition methods should be maintained in their current form. Fifthly, prospective preschool teachers perceive the goals of inclusive education policies as aiming to improve the quality of early childhood education and care. The conclusions of this study are: Firstly, legislative amendments related to inclusive education policies are necessary for their implementation. Secondly, strategies for enhancing knowledge about inclusive education policies should be developed. Thirdly, inclusive education policies should be approached with a long-term perspective. Fourthly, ways to bridge gaps between various perspectives need to be considered. Fifthly, there is a need for curriculum development related to inclusive education policies.