Semantic Network Analysis of Early Childhood Curriculum from NYS (U.S.), BC (Canada), and South Korea

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 2
  In Roundtable Session: Beyond Boundaries: Comparative Explorations of Culture, Education, and Identities

Abstract

Examining the language in curricular documents can provide meaningful insights into the educational landscape. In this study, early childhood curriculum documents from British Columbia (Canada), New York State (U.S.), and South Korea were analyzed by using Semantic Network Analysis (SNA). By analyzing 40 frequently used keywords and their relationships with each other, the research reveals significant differences in how each region understands the purpose and nature of early childhood education. New York State highlights children’s learning, knowledge, and skills based on understanding how language, thinking, art, and text are used in various settings. British Columbia focuses on inquiry-based learning and cultural diversity. South Korea’s curriculum emphasizes child-centered and play-based learning and individual development.

Authors

• Hyeseong Lee, Lewis University

• Younsun Lee, Busan National University of Education

• Hyeyoung Ghim, University of Missouri - Kansas City

• Yeonghwi Ryu, Gwangju National University of Education