?? ??? ??? ?? ???????? ?? ???? (A study of children's educational institutes' perception on teaching Chinese to early childhoods)

This study tried to figure out the perception of Chinese education for early childhoods which have been increasing at many children's educational institutes in Korea to keep pace with China¡¯s rapid growth in the world who also has number 1 economic relationship with Korea.
According to the results, 22 institutes out of 96 were teaching Chinese to the students, and the satisfaction level of early childhoods and parents were high. The most answered reason for teaching Chinese at early childhood center was ¡®to understand other culture and to remove resistance and fear about it¡¯. On the other hand, the most answered reason for not having Chinese class was ¡®due to the lack of educational environment for Chinese education for early childhoods along the country¡¯. 67.5% of institutes who don't have Chinese class answered they would like to have Chinese class when there is better education environment for it. 50% of respondents showed the best timing for Chinese education for early childhoods is early childhood and they most preferred Korean teacher who majored in Chinese for favorable teaching way. Majority of the respondents also showed preferences for game or playing as the teaching methods, and once or twice week,less than 30 min for each class. This study will be able to offer background material in developing better direction of Chinese education for early childhoods by summarizing the perception and current educational environment for Chinese education for early childhoods.
Therefore, through the results, it will be possible to prepare the desirable educational prior to starting full-scale Chinese education for early childhoods.

This study tried to figure out the perception of Chinese education for early childhoods which have been increasing at many children's educational institutes in Korea to keep pace with China¡¯s rapid growth in the world who also has number 1 economic relationship with Korea.
According to the results, 22 institutes out of 96 were teaching Chinese to the students, and the satisfaction level of early childhoods and parents were high. The most answered reason for teaching Chinese at early childhood center was ¡®to understand other culture and to remove resistance and fear about it¡¯. On the other hand, the most answered reason for not having Chinese class was ¡®due to the lack of educational environment for Chinese education for early childhoods along the country¡¯. 67.5% of institutes who don't have Chinese class answered they would like to have Chinese class when there is better education environment for it. 50% of respondents showed the best timing for Chinese education for early childhoods is early childhood and they most preferred Korean teacher who majored in Chinese for favorable teaching way. Majority of the respondents also showed preferences for game or playing as the teaching methods, and once or twice week,less than 30 min for each class. This study will be able to offer background material in developing better direction of Chinese education for early childhoods by summarizing the perception and current educational environment for Chinese education for early childhoods.
Therefore, through the results, it will be possible to prepare the desirable educational prior to starting full-scale Chinese education for early childhoods.