Critical Discourse Analysis of Smart Learning Advertisements Targeted at Young Children: Advertising as a Platform for the Reproduction of Pre-curriculum Learning

Smart learning targeted at young children represents a fusion of traditional print-based study materials, previously delivered through home visits, with information and communication technology (ICT), utilizing devices such as tablet PCs and smart pens. This study focuses on the advertisements for smart learning targeted at young children, which have become ubiquitous with the widespread use of smartphones. The goal of this study is to critically analyze how pre-curriculum learning was signified based on the text of the website of smart learning devices for young children and explore the practical dimension of how this meaning plans the practice revealed by this pre-curriculum learning discourse. The main findings of the study are as follows: First, textual analysis reveals that smart learning advertisements targeted at young children portray decontextualized Korean language learning as the most appropriate method, diverging from the intended direction of early childhood education. Second, within the genre of commercial advertising, these smart learning advertisements gain authority and credibility through parental testimonials and celebrity endorsements, thereby legitimizing and promoting pre-curriculum learning practices for young children as a competitive advantage. Third, they spread the language of learning, not education, by linking with neoliberalism, meritocracy, and elitism that emphasize competition and performance. Finally, based on these findings, the study discusses potential directions for fostering synergy between early childhood education and the private education sector. The significance of this study lies in the fact that it is criticized for the pre-curriculum learning of shadow education advertisements, which have been influencing public education but lack academic interest, using the educative perspective.