정부나 학계에서 유아영어교육에 대하여 부정적인 입장을 밝히고 있음에도 불구하고 유아교육기관 영어교육은 지속적으로 증가하고 있다. 대부분의 유아교육기관에서는 영어교육전문기관에서 파견한 교사가 그들이 개발한 프로그램을 사용하고 있었는데, 유아교육기관의 일과를 방해하고 유아교육과정과 통합되지 않는 등 많은 문제점이 있었다. 유아영어교육의 타당성을 언어습득에 관한 국내외 이론이나 뇌과학 연구, 유아기 영어교육 효과에 관한 국내연구, 사회적 변화와 외국의 유아영어교육실태 등의 관점에서 재조명해보았으며, 유아교육기관에서 유아교육과정과 통합하여 담임교사가 실시할 수 있는 대안을 제시하였다. 다문화교육이라는 관점에서 영어와 영어권 문화에 관심을 갖고 친숙해지는 것을 목표로 하였으며, 편안하고 즐거운 분위기에서 영어를 접할 수 있도록 노래와 동화 그리고 동작을 활용한 교수방법을 소개하였다.

In spite of the negative attitude of government, English programs for preschoolers in the kindergartens and day care centers are increasing. Most of the kindergartens use the English programs developed by a private English institute, which are neither integrated into the theme or unit of the kindergarten curriculum nor into early childhood education curriculum. This study tried to re-examine the validity of English education for preschoolers, by reviewing language learning theory and brain science, and domestic researches on English education at preschool age, and to suggest an integrative English education model which preschool teachers are able to teach. The result of this study can be summarized as follows; First, neither ‘the earlier the better’ principle nor the negative effect on the first language could not be supported. Second, the aim of English education for preschoolers should focus on the affective aspects rather than cognitive domain, and include cultural education. Third, nursery rhymes and songs, children's literature, movement, game were suggested as teaching strategies for English education for preschoolers.

In spite of the negative attitude of government, English programs for preschoolers in the kindergartens and day care centers are increasing. Most of the kindergartens use the English programs developed by a private English institute, which are neither integrated into the theme or unit of the kindergarten curriculum nor into early childhood education curriculum. This study tried to re-examine the validity of English education for preschoolers, by reviewing language learning theory and brain science, and domestic researches on English education at preschool age, and to suggest an integrative English education model which preschool teachers are able to teach. The result of this study can be summarized as follows; First, neither ‘the earlier the better’ principle nor the negative effect on the first language could not be supported. Second, the aim of English education for preschoolers should focus on the affective aspects rather than cognitive domain, and include cultural education. Third, nursery rhymes and songs, children's literature, movement, game were suggested as teaching strategies for English education for preschoolers.

English education for preschoolers, English education at kindergarten, teaching strategies for preschool English