세계시민교육에 대한 기독교사 인식

이은실 한국기독교교육정보학회 2023 기독교교육정보 Vol.- No.78

본 연구는 기독교 대안교육의 기독교사들이 세계시민교육을 어떻게 인식하고 있으며 세계시민교육역량을 높이기 위해 어떤 교사 교육의 요구가 있는지 탐색하는 데 목적을 둔다. 이를 위하여 155명의 기독교 대안학교 교사들을 대상으로 세계시민교육의 개념과 필요성에 대한 인식, 세계시민교육 실행 경험과 교사 교육 참여 의지, 교사 교육의 목표와 내용 및 방법에 대한 자료를 수집하고 분석하였다. 결과를 보면 기독교사들은 세계시민교육이 기독교 대안학교에 필요하며 세계시민교육은 학생들의 세계시민성을 키우는 데 효과가 있고 도움이 된다고 인식하였다. 세계시민교육의 내용 면에서는 기독교인의 정체성, 가치와 성품, 세계의 이슈를 기독교적 관점으로 조망하는 것의 중요도를 높게 제시했다. 기독교사가 기대하는 기독교 세계시민교육은 기독교세계시민의 정체성 및 가치관 확립에서 시작하여 지역과 사회, 세계의 이슈를 기독교적 관점으로 인식하고 실천과 참여로 이어지는 것으로 나타났다. 결론에서는 학교 현장에서 기독교 세계시민교육을 활성화하기 위해 가장 시급한 것으로 제시된 교사 연수의 내용과 방법, 학교 리더의 세계시민교육에의 관심과 참여를 다루고 있다. The purpose of this study is to investigate how Christian educators in Christian alternative education perceive global citizenship education and to explore the demands for teacher training in order to enhance their global citizenship education competencies. To achieve this goal, data was collected from 155 Christian alternative school teachers. The data encompassed their understanding of the concept and necessity of global citizenship education, their experiences in implementing it, their willingness to participate in teacher training, and the objectives, content, and methods of teacher training. The results reveal that Christian educators recognize the necessity of global citizenship education in Christian alternative schools. They perceive global citizenship education as effective in fostering students' global citizenship and consider it helpful. In terms of the content of global citizenship education, there was a strong emphasis on the significance of viewing Christian identity, values, character, and global issues from a Christian perspective. The desired form of Christian global citizenship education, as anticipated by Christian educators, starts with establishing the identity and values of Christian global citizens. This foundation extends to perceiving and engaging with local, societal, and global issues from a Christian perspective, leading to practical implementation and participation. The conclusion addresses the urgent need for teacher training content and methodologies to activate Christian global citizenship education in school environments. Additionally, it underscores the importance of school leaders' interest and participation in promoting global citizenship education.

한국 기독교교육의 진단과 과제

박상진 한국기독교교육학회 2010 기독교교육논총 Vol.24 No.-

Christian education in Korea can be diagnosed based on five tendencies of recent Christian education theories. These include the integrated catechesis religious education model by Thomas Groome, an understanding of multi-media communication from Pierre Babin, Stanley Grenz’s postmodern Gospel, the faith-community theory by John Westerhoff, and the integration of discipleship and citizenship proposed by John Coleman. We can find five kinds of separation in current Christian education through this diagnosis. First, there is a separation between church, family, and school. The original view of Christian education is a holistic education including church education, family education, and school education, but, unfortunately, these elements are separated. Second, there is a separation between knowing and living. Traditional ‘modern’ Christian education has a tendency to emphasize only the importance of the cognitive domain, detached from real life. Third, there is a separation between ministry and education. Generally, the ministry in Korean churches focuses on adults, though the education focuses on children and youth. This dualistic thinking has weakened educational ministry, which emphasizes both ministry and education for all generations. Fourth, there is a separation between theory and practice. Theoretical search separated from its context cannot be a channel to transform the practice of Christian education in Korea. It is not easy for scholars, most of whom have only studied Christian education theoretically in other countries, to change Christian education in the Korean context. Fifth, there is a separation between the church and the Kingdom of God. The emphasis on discipleship has brought about church growth, but the lack of emphasis on citizenship has prevented the church from a true pursuit of the Kingdom of God. The way to overcome these separations in Christian education is through integration. First, church education, family education, and school education should be connected with one another. It is necessary to develop ‘a total curriculum’ which integrates church, family, and school. Second, emphasis must be put on practical research, accompanied by practitioners working in the Korean context of Christian education. Third, Christian education should be categorized into diverse sub-categories which are connected to professional areas in the practice of Christian education. Professionalism in Christian education can contribute to the integration of theory and practice. Fourth, it is crucial for Christian educators to propose diverse models of educational ministry as alternatives to the traditional schooling paradigm. Fifth, Christian education should pursue the pedagogy of God instead of the growth of the church and the church school, keeping in mind that the goal of Christian education is to build the Kingdom of God in the area of education. 본 연구는 최근 기독교교육학 또는 관련 분야의 다섯 가지 동향에 근거해서 한국 기독교교육을 진단하고 그 과제를 모색하는 연구이다. 다섯 가지 동향에는 토마스 그룸의 통전적 카테케시스 종교교육, 삐에르 바뱅의 멀티미디어 커뮤니케이션 이해, 스탠리 그렌츠의 포스트모던 복음, 존 웨스트호프의 신앙공동체 이론 그리고 존 콜만의 제자직과 시민직 통합이론 등이 포함된다. 이러한 준거에 의해 한국 기독교교육을 진단해 볼 때 다섯 가지 분리 현상이 있음을 발견하게 된다. 첫째는 교회, 가정 및 학교의 분리 현상이다. 원래 기독교교육은 교회, 가정, 학교가 연계된 통전적 기독교교육인데, 교회와 가정, 교회와 학교, 가정과 학교가 분리됨으로써 편협한 기독교교육이 이루어지고 있다. 둘째는 앎과 삶의 분리이다. 인지적인 측면만을 강조하는 근대주의적 교육과 아직도 활자 인쇄 커뮤니케이션에 머무르는 교육방식은 삶과 분리된 앎만을 추구하는 경향이 있다. 셋째는 목회와 교육의 분리이다. 목회는 성인을 대상으로 하는 것이고 교육은 자라나는 세대를 위한 것이라는 이분법적 사고는 성인에 대한 교육과 자라나는 세대를 위한 목회적 관심을 약화시켰다. 넷째는 이론과 실천의 분리이다. 상황으로부터 분리된 학문적인 탐구는 현장의 문제를 변화시키는 데에는 역부족이었고, 해외 학자들의 연구 결과를 국내에 적용하는 방식으로는 신학과 교회현장의 분리를 가중시켰다. 다섯째는 교회와 하나님 나라의 분리이다. 제자직에 대한 강조는 교회성장을 가져왔지만 시민직에 대한 강조의 부족은 교회성장이 하나님 나라의 확장과 연결되지 못하는 한계를 지니게 되었다. 이러한 분리현상을 극복할 수 있는 길은 통합이다. 첫째, 교회, 가정, 학교가 통합되어야 하고 이러한 통합을 가능케 하는 ‘통합적인 교육과정’이 개발되어야 한다. 한 학생이 하나님 나라의 일군으로 성장하기 위해 교회, 가정, 학교에서 어떤 교육이 이루어져야 하는지를 교육과정으로 구성하여야 한다. 둘째, 현장연구가 심화되어야 한다. 기독교교육은 현장의 변화를 추구한다. 이를 위해서는 교육현장에 대한 반성적 사고로서의 현장연구가 활발히 진행되어야 한다. 셋째, 기독교교육학의 하위영역이 구분되어야 한다. 특히 현장 중심으로 기독교교육학의 하위 영역이 구분될 때 전문성이 고양될 뿐 아니라 실천 변혁의 가능성이 높아진다. 넷째, 교육목회 모델을 제시하여야 한다. 근대적 교회학교 중심의 교육의 한계를 인식한다면 실천 가능한 구체적인 교육목회 모델을 대안적으로 제시하여야 한다. 다섯째, 하나님의 교육을 추구하여야 한다. 교회학교 성장이나 교회성장에 머무는 것이 아니라 하나님 나라를 확장하는 교육이어야 하고, 이 땅의 교육을 하나님이 기뻐하시는 교육으로 변혁시켜야 한다.

유아세계시민교육의 기독교적 재구성

진명선(Myoung-sun Jean) 한국기독교교육정보학회 2021 기독교교육정보 Vol.- No.70

본 연구는 기독교 통합교육과정 개발모형을 통해 유아세계시민교육을 기독교적으로 재구성하여 실행함으로 신앙과 기존 학문을 통합한 기독교유아세계시민교육의 활용 가능성을 통해 기독교유아교육의 방향을 제시하고, 기독교교육의 중요성을 증명하는데 그 목적을 두었다. 이를 위하여 기독교 통합교육과정 개발모형과 유아세계시민교육 관련 내용을 문헌고찰 하여 오버만과 존슨의 기독교 통합교육과정 개발모형의 기독교세계관적인 구성요소에 위긴스와 맥타이의 이해중심교육과정의 수업단계를 결합하여 유아세계시민교육의 기독교적 재구성을 위한 기독교 통합교육과정 모형을 개발하였다. 다음으로 전문가들의 조언과 개발한 기독교 통합교육과정 모형을 통해 1차 유아세계시민교육을 기독교적으로 재구성하고 기독교유아세계시민교육의 활용 가능성과 효과성을 알아보고자 기독교 유아세계시민교육을 실시한 만 5세 유아 실험집단 20명과 통제집단 20명, 총 40명의 유아를 통해 실험연구를 실시하였다. 예비연구를 기반으로 2차 전문가와 조언을 통해 최종적으로 유아세계시민교육을 기독교적으로 재구성하였다. 연구결과, 교과목과 단원과 차시를 결정하고 교과에 기독교세계관을 연결하는 오버만과 존슨의 모형을 활용하는 것은 기독교의 정체성을 교육 가운데 반영하기에 공교육현장에서 적용하기에 용이하였으며 간편한 수업단계로 학습활동에 일괄적으로 적용하는데 쉽고, 학습활동계획 전 단계에서 개발된 평가과제를 통해 의미와 내용을 재해석하여 학습활동을 개발하므로 학습활동을 단순하게 연결하는 작업이 아닌 기독교유아세계시민교육을 실천적 내용으로 구성하기에 용이하였다. The purpose of this study is to provide the direction of Christian Early Childhood Education for Global Citizenship and prove the importance of Christian Education through the possibility of utilizing Christian Early Childhood Education for Global Citizenship, which integrates existing studies with religious faith by reconstructing and executing Early Childhood Education for Global Citizenship with the Christian worldview upon the development model of Christian Integrated Curriculum. To this end, through the study of Christian Curriculum models and materials related to early Childhood Education for Global Citizenship, Integrated Christian Education models of Early Childhood Education for Global Citizenship has been developed by combining the Christian Curriculum Development models of Overman and Johnson with the understanding-oriented curriculum of Wiggins and McTighe. Next, through the advice of experts and the development model of Christian Integrated Curriculum, the first Early Childhood Education for Global Citizenship was reconstructed into Christianity. In order to find out the possibility and effectiveness of the Christian Early Childhood Education for Global Citizenship developed in this way, an experimental study was conducted with 20 children in the experimental group and 20 children in the control group, a total of 40 children, who conducted the Christian Early Childhood Education for Global Citizenship. Based on the preliminary research, through secondary experts and advice, Early Childhood Education for Global Citizenship was finally reconstructed into Christianity. As a result of the study, the use of Overman and Johnson’s model, which determines the subject, unit, and time, and connects Christian worldview to the subject, reflects the identity of Christianity in education, so it was easy to apply Christian identity to public education sites. Since the instructional stage is a simple three-stage instructional stage, it is easy to apply collectively to the learning activities, and the learning activities are developed by reinterpreting the meaning and contents through the assessment tasks developed in the previous stage of the learning activity plans. It was not a simple linking work, but it was easy to construct Christian Early Childhood Education for Global Citizenship into practical contents.

기독교교육학 연구 동향 분석: 코로나19 시기 게재 논문 (2020.3∼2022.6)을 중심으로

신승범 한국기독교교육학회 2022 기독교교육논총 Vol.- No.72

The purpose of this study is to analyze the trends of Christian education research during the COVID-19 period. To this end, 172 theses published in the “Journal of Christian Education” and “Korea Society for Christian Education & Information Technology” pub-lished between March 2020 and June 2022 were analyzed according to the subfields and research methods of Christian education. As a result of the analysis, 38.5% of the total papers belonged to theories of Christian education. Papers related to practice of Christian education was 61.5%. Looking more closely at Christian education practice, papers related to classification by 'developmental stage' accounted for 25%, 'education field' accounted for 55.2%, 'function' accounted for 40.7% of the total papers. Regarding the classification of research methods, literature research accounted for 62.7% of the total studies, survey research methods accounted for 21.5%. Based on this, the main conclusions found in this study are as follows. First, the problems caused by the emergence and spread of the coronavirus began to be reflected in Christian education studies. Second, it was confirmed that the research method of Christian education, which had been biased toward liter-ature research, was recently converted from theory-centered to an attempt to balance theory and practice, and as convergence research increased, research topics and re-search methods were diversifying. Third, it was confirmed the need for category stand-ards that can analyze and classify studies in order to identify trends in Christian education research. Lastly, when considering all the papers, there are not many papers that fall under the classification by characteristics.

Exploring Big Data Utilization in Christian Education

Heeja Kim 한국기독교교육정보학회 2014 Journal of Christian education information tech Vol.0 No.26

The purpose of the study is to explore the utilization of big data in Christian Education and suggest a Christian artificial intelligence system. Massive increases in Christian big data will create new opportunities for competitive advantage in Christian education. A rapidly changing digital educational environment would enable integration of educational information processing technology and networking technology in Christian education. For implementing a Christian artificial intelligence education system, Christian big data needs to be collected, stored, analyzed and expressed for gearing to the level and aptitude of each student. The digital Christian textbook, on-line education, individualized education, teacher education, and cloud service in Christian education which could be suitable for each student’s interests, capabilities, teaching and learning styles, and affordable Christian environments. To adapt to the changing environment, the church, school and home should collaborate to make Christian big data which are emerging into a Christian artificial intelligence system.

대한예수교장로회(통합)의 기독교교육학의 형성과 발전

박화경(Hwa-Kyung Park) 한국기독교교육정보학회 2011 기독교교육정보 Vol.31 No.-

This article is the study of the 100 years' history of Christian Education in PCK. It is concentrated on its study since 1960s when it has academically begun, after its short summary of pre-1960s. Firstly, it is divided into the periods of time such as the dawning, the breaking-in period, the time of flowering, the gloomy time and the reconstructing time. And the development of Christian Education's curriculums is checked and researched especially in Presbyterian college and Theological Seminary (so-called Jangsin dae). The forming and the developing process of Christian Education are analyzed according to three periods of time. At the first period of time from 1960 to 1980 the study of Christian Education is formed and set in. The second period of time from 1980 to 2000 is that of the most and best developed level in terms of quantity and quality. The third period of time from 2000 until now is that of considering the past study of Christian Education and of mobilizing its new aim and direction. This article is to find out the new and desirable ways of Christian Education on the basis of the past 100 years' study in PCK. It is firstly concluded that the study of Christian Education should move from its method-centered education to the deeper teaching of theological theory and spirit which provide its theoretical base. It will help that individuals, church and society can be changed according to Christian virtue and spirit. Secondly, our past aim was to convert non-Christians into Christians as church members, but our present desire is to make them more mature, humane and responsible for society. Thirdly, we have to shift Christian Education's aim and goal from concentrating upon individuals' to social-historical dimensions both for church within society and for the world.

기독교교육에서의 사회봉사의 중요성과 사회봉사교육의 방향

박화경(Hwakyung Park) 한국기독교교육정보학회 2009 기독교교육정보 Vol.22 No.-

The purpose of the christian education is to establish the kingdom of God. This means that the christian education should take charge of the mission of saving the world with the salvation of souls. To save the world, social service education is essencial to christian education. Nevertheless Korean churches concentrate themselves on the salvation of souls and the external expansion of the church, so that the interest in social service is relatively insufficient. There is a tendency to regard social service as only charitable work in korean churches. Even though they do social service, they don't have any appropriate theological system Because of the lack of this theological system, the understanding is not formed well about social service, and social service doesn't have good roots in christian style of life. After all, korean christians have failed to take charge of social responsibility to accomplish God's will in the world. This study discusses the paths of christian social service education, after studying the theological importance of social service in christian education. This study shows that christian social service education should include four areas, such as education for neighborhood love, education for life and integrity of creation, education for formation of good christian culture, and education for justice and peace. This study shows, also, that the christian social service education should be done in following four forms, such as social care, social ritual, social empowerment, and social legislation. If These four forms are mutually, dynamically related, the effectiveness of education would be strongly increased. It is important to know that the christian social service education should not stop in knowledge delivery. It aims to change the life. For this reason, theory and practice should be interconnected, Finally, it is a purpose of this study to show that the fields of christian social service education should be expanded to universal dimension; family, church, school, community, occupation, nation, global society, and creation.

대한민국 기독교교육과 공교육, 과거에서 길을 찾다

장동민 개혁주의생명신학회 2022 생명과 말씀 Vol.34 No.3

Christian education should not remain in the private realm, but should participate in it with interest in all the problems of our lives. However, since modern times, as secularization has expanded and Christian beliefs have been reduced to private areas, public education has excluded religious elements in form and content, and Christian education tends to be limited to personal faith education. In the case of Korea, Christian education did not stay only in faith education from the end of the Chosun Dynasty to the beginning of Japanese colonial rule. The national agenda (anti-feudal system and anti-foreign power) was set as an educational goal, and the ideology of Christian nationalism was formed. The mission school taught modern Western science and technology and the habit of diligence, egalitarianism without discrimination, patriotism, and the spirit of democratic republic. It was the March 1 Independence Movement that Christian education became a driving force for social change. The Japanese attempted to regulate Christian private schools to facilitate colonial rule. They argued that education is the duty of the state, and that private schools should play an auxiliary role. It is an extended interpretation of “separation of church and state” as “separation of religion and education.” After the Liberation, this principle remained the same. The agent of public education is the state, and Christian private schools were gradually incorporated into the public education system. A Christian curriculum was implemented through Chapel and Christian subjects for an hour or two, but even this is on the verge of being abolished. In order to realize Christian education in a changed society (post-Christendom), the agents of Christian education such as home-church-school should work together. In particular, Christian public school teachers can open the transcendent world they have experienced to students and invite them to the world. 기독교교육은 사적(私的) 영역에 머무를 것이 아니라, 우리 삶의 모든 문제들에 관심을 가지고 거기에 참여해야 한다. 그러나근대 이후 세속화가 확대되고 기독교 신앙은 사적 영역으로 축소되면서, 공교육은 형식과 내용에서 종교적 요소를 배제하였고, 기독교교육은 개인적 신앙교육에 국한되는 경향성을 보인다. 우리나라의 경우 구한말에서 일제 초기에는 기독교 교육은 신앙교육에만 머물렀던 것이 아니었다. 국가적 의제(반봉건·반외세)를 교육목표로 삼았고, 기독교적 민족주의라는 이념을 형성하였다. 미션스쿨에서는 서양의 근대적 과학기술과 무실역행(務實 力行)의 정신, 차별 없는 평등주의, 애국심, 민주적 공화정의 정신등을 가르쳤다. 기독교 교육이 사회변혁의 동력으로 열매 맺게된 것은 바로 3.1만세운동이었다. 일제는 식민통치를 용이하게 하기 위하여 기독교 사립학교를규제하려 시도하였다. 이들은 교육은 국가의 임무이고, 사립학교는 보조적 역할을 수행해야 한다고 주장하였다. ‘정교분리’를 ‘교종분리(교육과 종교의 분리)로 확대해석한 것이다. 해방 후에도이 원칙은 그대로 유지되었다. 공교육의 주체는 국가이고, 기독교사립학교는 공교육 체제 속에 서서히 편입되었다. 채플과 한두시간 기독교 과목을 통하여 기독교적 교육과정이 시행되었으나, 이마저도 점차 폐지될 위기에 놓여있다. 위기의 시대, 본질을 돌아보아야 한다. 기독교교육을 변화된사회(포스트크리스텐덤)에서 구현하기 위하여, 가정-교회-학교등 기독교교육 주체들이 함께 노력해야 한다. 특히 기독교인 공립학교 교사들도 자신들이 경험한 초월적 세계를 학생들에게 열어 보이고 그 세계로 초청하는 일을 할 수 있다.

한국 기독교대안학교의 신학적 경향성에 관한 소고

임태규(Taekyou Rhim) 한국기독교교육정보학회 2009 기독교교육정보 Vol.22 No.-

Christian alternative schools which had the unique educational philosophy and the theological background in educational circles unlike mission schools appeared 10 years ago. These schools were not established in standing for definite theological aspects but had theological tendencies which dominated their school education. It is not only an opportunity that we can diagnose where Korean Christian education is, but also a start to understand the characteristics of Christian alternative schools. In addition, it helps know what is the goals Christian alternative schools hope to accomplish. By looking into theological tendencies based on the origin of Korean Christian alternative education and making the theological tendencies which control Christian alternative schools clear, the aims of Christian alternative schools can be certain. For this, first of all we have to understand Christian alternative education correctly, set up its notion to limit the range of the arguments, and examine the relations of Christian education and theology. The typical theological education of Korean Christian alternative schools are Evangelism Christian education which dominated the early history of Christian schools, Liberalism Christian education which appeared in alternative social movement so as to suggest alternative values about public education, and Reformed Christian education headed for theological tradition. We cannot deny that there are these three educations in any Christian alternative school. Christian alternative schools which emphasize on alternatives in secular alternative schools are related to Christian education based on liberalism theology, and Christian schools pursuing the educational purposes are related to orthodox theological Christian education. However now severe problems Christian alternative schools are faced with are not theological identity's but secular value's. Common secular values in Christian alternative schools show competitive education from an entrance examination, successful myths made from non-biblical comprehension about Christian leaders, distortion of essential and methodical values in education, and international Christian alternative schooling on purpose of English characterized education for globalization. Definitely all of these are why we lack theological and philosophical reflections on Christian education. It is necessary that we consider merits and demerits of theological tendencies which dominated Christian alternative schools, organize the educational philosophy, and keep it strong.

기독교인 유아교육자의 신앙과 기독교유아교육에 대한 인식 및 교수현황

허미애 한국영유아교원교육학회 2017 유아교육학논집 Vol.21 No.5

The purpose of this study is to examine the faith and calling of Christian educators in early childhood education as well as their understanding about the Christian education in Christian early childhood institutions and the current situation of early childhood education. The background of this study is that religious education in public educational institutions and missionary activities of teachers have become a social issue. Results of a survey completed by 253 Christian early childhood educators were analyzed using the SPSS 16 program. Frequency analysis was used to examine the demographic features and correlation analysis to investigate the relationship between faith and other variants. Further, a t test and cross analysis were adopted to examine the understanding of Christian early childhood education and the difference of teachers’ environment as the background factor. Results showed that the level of an individual faith and the affiliated organization will significantly influence the understanding of Christian early childhood educators about Christian early childhood in early childhood institutions and on the current situation of early childhood teachers. This study points out the necessity to improve the quality of the Christian early childhood education, when it is expected that religious education will be still more restricted in public education institutions, by discovering new life topics that reflect Christian worldview and to practice them in real life situations as well as continuing Christian education through worship in the past in order to maintain and develop Christian education in early childhood educational institutions. 본 연구의 목적은 공교육기관에서의 종교교육과 교사에 의한 선교활동이 사회적 이슈가되고 있는 교육상황 속에서 기독교인 유아교육자들의 신앙과 소명의식 및 유아교육기관에서의 기독교유아교육에 대한 인식과 교수현황을 조사함으로써 향후 기독교정신을 설립정신으로표방하고 있는 유아교육기관에서의 바람직한 기독교유아교육 방향을 설정하기 위한 기초자료를 제공하는 것에 있다. 이를 위해 기독교인 유아교육자를 대상으로 한 설문지 253부를 최종통계분석에 이용하였다. 본 연구에서는 수집된 설문 자료의 통계적 분석을 위해 SPSS 16 프로그램을 사용하였으며 연구대상의 인구통계학적 특성 확인을 위한 빈도분석, 연구대상의 신앙현황 관련 변인 간의 관계를 규명하기 위한 상관분석, 연구대상의 배경요인에 따른 기독교유아교육에 대한 인식 및 교수현황의 차이를 알아보기 위한 t 검증과 교차분석(χ²)을 실시하였다. 연구결과, 유아교육기관에서의 기독교교육에 대한 기독교인 유아교육자의 인식 및 교수현황은 개인의 신앙과 소속기관에 따라 유의미한 차이가 있음이 나타났다. 본 연구는 공교육기관에서의 종교교육 금지가 더욱 강화되리라고 예측되는 상황에서 기독교정신을 설립정신으로 표방하는 사립유아교육기관에서의 기독교교육이 유지․발전되기 위해서는, 기독교인 유아교육자의 개인적 영성 강화와 기관에서의 예배를 통한 기독교교육뿐 아니라 기독교세계관을반영한 새로운 생활주제의 연구개발과 현장적용을 통해 기독교유아교육과정의 내실화를 추구하는 것이 필요함을 제시하고 있다.