본 연구에서는 다문화 가정 유아가 유아교육기관에서 어떻게 적응하고 있는지를 교사, 다문화 가정 유아 자신, 또래 유아의 일반적 배경 변인에 의한 차이와 교사, 다문화 가정 유아 자신, 또래 유아가 인식하는 정도의 차이를 중심으로 알아보았다. 연구 결과 다문화 가정 유아를 교육한 경험이 있는 교사, 형제가 많은 다문화 가정 유아, 초대하거나 초대받은 경험이 있는 또래 유아가 다문화 가정 유아의 유아교육기관에서 생활 적응에 대해 높게 인식하는 것으로 나타났다. 또한 다문화 가정 유아의 유아교육기관에서 생활 적응에 대한 인식은 다문화 가정 유아 자신이 가장 높게 인식하였으며, 또래 유아, 교사 순으로 연구대상 간 차이가 있는 것으로 나타났다.
본 연구에서는 다문화 가정 유아가 유아교육기관에서 어떻게 적응하고 있는지를 교사, 다문화 가정 유아 자신, 또래 유아의 일반적 배경 변인에 의한 차이와 교사, 다문화 가정 유아 자신, 또래 유아가 인식하는 정도의 차이를 중심으로 알아보았다. 연구 결과 다문화 가정 유아를 교육한 경험이 있는 교사, 형제가 많은 다문화 가정 유아, 초대하거나 초대받은 경험이 있는 또래 유아가 다문화 가정 유아의 유아교육기관에서 생활 적응에 대해 높게 인식하는 것으로 나타났다. 또한 다문화 가정 유아의 유아교육기관에서 생활 적응에 대한 인식은 다문화 가정 유아 자신이 가장 높게 인식하였으며, 또래 유아, 교사 순으로 연구대상 간 차이가 있는 것으로 나타났다.
The purpose of this study was to find out the perceptions on adjustment of multicultural families children that is a related variables with teachers, multicultural families children"s own self, and co-workers(peer) in early childhood education center. The subjects were 70 teachers, 70 multicultural ...
The purpose of this study was to find out the perceptions on adjustment of multicultural families children that is a related variables with teachers, multicultural families children"s own self, and co-workers(peer) in early childhood education center. The subjects were 70 teachers, 70 multicultural families children, and 307 co-workers who live in early childhood education center. The questions of this study as follows: First, is there any difference in perception on adjustment of multicultural families children in early childhood education center according to teachers", multicultural families children"s own selves", and co-workers" background variables. Second, is there any difference in perception on adjustment of multicultural families children in early childhood education center according to teachers, multicultural families children"s own selves, and co-workers. The results of this study as follows: First, the positively perceived on adjustment of multicultural families children in early childhood education center according to teachers" teaching experience to multicultural families children. The multicultural families children"s own selves with brothers/sisters/siblings positively perceived on adjustment in early childhood education center. The co-workers positively perceived on adjustment of multicultural families children in early childhood education center according to invited experience to multicultural families children. Second, the highly perceived on adjustment of multicultural families children in early childhood education center in the usual order were multicultural families children"s own selves, and co-workers and teachers. This study shows that teachers" teaching experience on the multicultural education, the connected with brothers/sisters/siblings of multicultural families children, and the cultural exchange among peers are important. This study concludes that multicultural education for the multicultural families children must include practical efforts to enable them to understand among diverse cultural groups within a early childhood education center.
The purpose of this study was to find out the perceptions on adjustment of multicultural families children that is a related variables with teachers, multicultural families children"s own self, and co-workers(peer) in early childhood education center. The subjects were 70 teachers, 70 multicultural families children, and 307 co-workers who live in early childhood education center. The questions of this study as follows: First, is there any difference in perception on adjustment of multicultural families children in early childhood education center according to teachers", multicultural families children"s own selves", and co-workers" background variables. Second, is there any difference in perception on adjustment of multicultural families children in early childhood education center according to teachers, multicultural families children"s own selves, and co-workers. The results of this study as follows: First, the positively perceived on adjustment of multicultural families children in early childhood education center according to teachers" teaching experience to multicultural families children. The multicultural families children"s own selves with brothers/sisters/siblings positively perceived on adjustment in early childhood education center. The co-workers positively perceived on adjustment of multicultural families children in early childhood education center according to invited experience to multicultural families children. Second, the highly perceived on adjustment of multicultural families children in early childhood education center in the usual order were multicultural families children"s own selves, and co-workers and teachers. This study shows that teachers" teaching experience on the multicultural education, the connected with brothers/sisters/siblings of multicultural families children, and the cultural exchange among peers are important. This study concludes that multicultural education for the multicultural families children must include practical efforts to enable them to understand among diverse cultural groups within a early childhood education center.
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