Comparison and analysis of the contents of social studies in early childhood education in Korea, Finland and Norway

Objectives This study compared and analyzed the content of social studies in early childhood education within the 2019 Revised Nuri Curriculum and the national curricula of Finland and Norway to explore implications for the content of social studies in Korea. Methods The contents of social studies in early childhood education were extracted from the Nuri Curriculum, Finland's National Core Curriculum for early childhood education and care and Norway's Framework Plan for kindergartens. Each curriculum’s the contents of social studies were compared and analyzed based on the categories of social studies in early childhood education, social education curriculum topics from the American Social Education Association, and learning areas, categories, and contents. Results The contents of social studies in early childhood education can be connected and integrated to a broader range of learning areas. Among the social science knowledge, economics and history can also be included in the curriculum. Self-awareness and self-respect, ethical thinking and philosophical questions, diversity issues, justice or fairness, critical perspectives, and practices and participation in the community will allow the scope and depth of the social studies in early childhood education. Conclusions In comparison with Finland and Norway with a social pedagogy approach, a more integrated interdisciplinary approach to the social studies in early childhood education, balance between social development and social science knowledge, encouragement of young children's thinking processes, and active awareness of diversity, justice and fairness, and practice and participation are needed.