Abstract

This study examines kindergarten education in Korea during the 1910s, a pivotal period characterized by cultural transformation and colonial influence. Drawing primarily on missionary educator Edwin W. Koons’ 1918 article in The Korea Magazine, this study offers a glimpse into the pedagogical practices, institutional structures, and cultural implications of early childhood education. Kindergartens during this period functioned not only as early learning institutions but also as sites of cultural formation and social discipline. This article examines how missionary-led kindergartens incorporated Western pedagogical principles, especially those derived from Friedrich Froebel and John Dewey, while also promoting values of hygiene, obedience, and moral discipline, aligning with colonial discourse and Christian ideals. By investigating curricular content, student demographics, and gendered access to education, this study reveals how these institutions reflected broader colonial and social dynamics. This research contributes to the historiography of colonial education by highlighting the roles of missionaries not only as agents of Christianization but also as significant figures in shaping Korea’s modern educational landscape through early childhood institutions.