Reconsidering a Future-Oriented Curriculum for Enhancing Young Children's Multi-Literacy

This research explored how the concept of young children's multi-literacy is implemented in a future-oriented curriculum through collaborative action research involving three public kindergarten teachers in Chungbuk and one professor of early childhood education. The research consisted of three phases: the first phase focused on examining ways to enhance multi-literacy for young children in the Chungbuk region, the second phase on conceptualizing a future-oriented curriculum to promote young children's multi-literacy, and the third phase on considering the curriculum implementation capabilities of early childhood teachers to enhance multi-literacy. Based on these findings, the research contributed to broadening the perspective on the implementation of a future-oriented curriculum by early childhood teachers and the direction for enhancing multi-literacy. It also discussed strategies for strengthening teacher competencies in response to this unfamiliar but emerging term.