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Objectives The purposes of this study is to explore the direction of education and provide foundational data for the development of future preschool education curricula by comparing and analyzing music education as presented in South Korea's 2019 revised Nuri curriculum and China's preschool education curriculum, with the goal of advancing early childhood music education. Methods For this purpose, the study focuses on the “Art Experience” area of South Korea's 2019 revised Nuri curriculum and the “Art” area of China's preschool education curriculum, dividing the content into categories of ‘Exploration, Expression, and Appreciation’ and a comparative analysis conducted based on Tyler’s principles of ‘continuity, sequence, integration’. Results The comparative analysis revealed that while South Korea's 2019 revised Nuri curriculum integrates specific goals, characteristics, and areas to construct the learning content continuously, the teaching and learning methods are abstract. Conclusions China's preschool education curriculum presents relatively concrete teaching methods differentiated by age, but lacks clarity in goals and characteristics. Therefore, for the development of early childhood music education, there is a need to present music education content in an age-sequenced manner and to develop integrated programs by hierarchically dividing content categories. Moreover, as teachers possess varying competencies, methods and programs for developing music education competencies are required. Consequently, it is hoped that by adopting the educational strengths observed in the curricula of both countries, this approach to music education for early childhood curricula will contribute to the development of future preschool education curricula.
A Fri, study studied this question.