This study investigates the direction of competency-based parent education in early childhood by examining the perceived competency needs of parents and early childhood teachers. Based on a previously developed competency framework, surveys were conducted with 100 parents of infants, 100 parents of preschoolers, and 50 early childhood teachers. The Borich Needs Assessment was used for analysis. Infant parents prioritized the competency domains of school collaboration, self-care, support for child independence, basic parenting, and child education, reporting high needs for sub-competencies such as curriculum understanding, adapting to educational changes, and health management. Preschooler parents prioritized school collaboration, support for child independence, basic parenting, child education, and self-care, with notable needs for sub-competencies such as curriculum understanding, community resource use, and safe digital guidance. Teachers prioritized support for child independence, basic parenting, child education, childcare, and school collaboration, with strong needs for sub-competencies including understanding developmental characteristics, managing daily routines and behavioral issues, and adjusting and applying educational beliefs. These results highlight the need for parent education tailored to the developmental stages. Such education should move beyond basic parenting guidance to strengthen both the understanding of curricula and educational policies, as well as the competencies that support children’s ultimate independence.
Kim et al. (Thu,) studied this question.