The first-tier public kindergarten teacher appointment selection examination for the 2027 academic year took place on November 7, 2026, featuring a 100-point structure divided across three sessions, edujb.com reported.
Candidates sat for the 60-minute teaching essay in the first period worth 20 points, followed by two 70-minute curriculum exams—Curriculum A and Curriculum B—each carrying 40 points across eight items.
The opening teaching essay required examinees to analyze a dialogue among four teachers named Kim, Park, Choi, and Hwang within a learning community. Test-takers had to address three specific prompts based on the conversation within a two-page limit.
The dialogue incorporated scenes of young children playing a game board converted into a seesaw, running with wind as a play material, observing caterpillars in a tree hole using a smartphone-purpose endoscope camera before deleting photos and logging out, and creating a video from walking photographs alongside implementing a maple tree through augmented reality.
Content made up 15 of the 20 essay points, broken down into six points for recognizing play materials and safety conditions (specifically covering three aspects of recognition by teachers Kim and Park alongside three safety condition requirements from teacher Kim’s dialogue), six points for digital media benefits and privacy protection behaviors (encompassing four advantages of digital media use plus two personal information protection education behaviors from teacher Choi’s dialogue), and three points for the educational effects of divergent questioning used by teacher Hwang.
| Exam Session | Subject / Paper | Item Count | Total Points | Duration |
|---|---|---|---|---|
| 1st Period | Teaching Essay | 1 | 20 | 60 minutes |
| 2nd Period | Curriculum A | 8 | 40 | 70 minutes |
| 3rd Period | Curriculum B | 8 | 40 | 70 minutes |
Curriculum A presented eight items built around play situations, teacher dialogues, and planning documents. The first item involved a practical teacher’s play support planning memo, addressing errors in the observation and recording process utilizing specimen records, Tyler’s sequencing principles, and S. Schwartz and H. Robison’s curriculum types. Subsequent items covered teacher committee dialogue regarding sub-elements of core teacher competencies focused on learner understanding and teacher research, memory contents and memory strategies during bath play, and 4-year-old class children’s reading experiences and literacy development.
Additional items addressed whale word play scenes exploring R. Brown’s mean length of utterance in morphemes and picture book types, children’s dialogue testing perspective-taking ability alongside W. Damon’s stages of friendship development and self-esteem, restaurant play scenes examining C. Garvey’s play theories and economic concepts, and historical and time concepts plus field trip types derived from a field trip operation planning document.
Curriculum B evaluated candidates across eight items worth five points each, focusing on applied methodology and child development theories.
Further topics included parent consultation dialogue concerning a child with food allergies to evaluate alternative food choices and kindergarten cooperation methods, followed by art activity planning grounded in DBAE featuring H. Matisse’s work for appreciation guidance alongside T. Anderson’s and E. Eisner’s art appreciation guidance processes.
The final segments of Curriculum B measured musical theme songs paired with E. Dalcroze’s music teaching method, teacher preparations and operational plans for music appreciation, Van Hiele’s geometric shape understanding level and spatial directionality development stages observed via shape paper play, scientific attitudes along with manipulated variables, dependent variables, and controlled variables in lever play, and reasoning and measurement tasks during marble track building.
