Exploring the Policy of Early Childhood Education in the Development of Common Good based on Complex System Theory

Abstract

Through the early childhood education policy plan for promoting the common good based on the complex system theory, the government intends to present the early childhood education policy plan based on the principle of the common line in which everyone can coex ist and contribute to the rational policy decision-making process. Big data analysis using Text om, two FGD analysis for four experts in early childhood education and 20 AHP analysis were conducted for 16 experts in early childhood education field, and six FGI and 4 experts in early childhood education policy, to explore policies for early childhood education based on complex system theory. Top factors such as interest group factors, governance factors, and social factors were presented for the promotion of joint election and early childhood education policies. As a result of a detailed review of the comprehensive weighting of the early childhood education policy measures to promote the common good, it was found that among the 15 subtexts, the highest weighting from the expert panel was the establishment of a cooperative network among stakeholders related to early childhood education policies. The results of the study provide meaningful implications that the first hierarchy, the "group of stakeholders" factor, can be interpreted as having the highest weighting in the analysis of the importance of the top factors.