다문화 유아의 문화수용역량 증진을 위한 차문화예절 교육프로그램 효과 연구 = The Effects of a Tea Culture Etiquette Education Program on Cultural Acceptance Competence in Multicultural Young Children

다국어 초록 (Multilingual Abstract)

The Effects of a Tea Culture Etiquette Education Program on Cultural Acceptance Competence in Multicultural Young Children Seo Jeongin Advisor: Prof. Han Jongwan Ph.D. Department of International Tea and Coffee Culture Graduate School of Chosun University The purpose of this study was to develop an integrated multicultural education program mediated by Korean traditional tea culture and etiquette and to examine its effects on enhancing the cultural acceptance competence of multicultural young children. Three research questions were addressed: （1） what is the structure of the tea culture and etiquette education program for multicultural young children, （2） how do teachers perceive this program, and （3） what effects does the program have on the cultural acceptance competence of multicultural young children. For Research Question 1, the program was developed through a systematic process comprising a literature review, a needs-assessment survey, expert interviews, a pilot study, and content validity verification. The program was aligned with the play- and experience-based Nuri Curriculum and employed a four-phase instructional model （introduction, development, wrap-up, and evaluation）. Five teacher roles were delineated: encourager, supporter, demonstrator, evaluator, and environment organizer. The content validity index rated by an expert panel yielded a mean score of 4.64 out of 5.00. For Research Question 2, a survey was administered to 301 teachers at national public kindergartens across 14 metropolitan cities and provinces. Across all domains, an overwhelming majority of respondents selected ＂agree＂ or ＂strongly agree.＂ A limitation of the teacher survey was the regional concentration of respondents, with 67.8% drawn from the Jeonnam province. For Research Question 3, the program was implemented with 17 five-year-old multicultural children （N = 17） at S Kindergarten in J Province over 18 sessions across 18 weeks. A single-group pretest–posttest design was employed. cultural acceptance competence were measured using a five-point rating scale developed by the Korea Youth Activity Promotion Agency （2025）, comprising 10 items per domain （maximum score of 50 per domain）. Data were analyzed using paired-samples t-tests in SPSS. The results of the paired-samples t-tests revealed statistically significant improvements in all five cultural acceptance competence domains （df = 16, p 〈 .001 for all comparisons）. Table 1 presents the detailed results. Table 1 Paired-Samples t-Test Results for cultural acceptance competence Domains （N Specifically, Communication increased from M = 31.94 to M = 43.88 （t = − 6.791, df = 16, p 〈 .001）; Social Interaction from M = 32.59 to M = 44.18 （t = −6.384, df = 16, p 〈 .001）; Self-Understanding/Self-Esteem from M = 34.35 to M = 44.18 （t = −6.193, df = 16, p 〈 .001）; Cultural Understanding/Diversity Acceptance from M = 33.53 to M = 44.65 （t = −7.330, df = 16, p 〈 .001）; and Citizenship/Social Norms from M = 32.71 to M = 43.82 （t = −7.171, df = 16, p 〈 .001）. Synthesizing these results, it was confirmed that the tea culture etiquette education program, which utilizes traditional Korean tea culture Competency Domain Pre-test M Post-test M t df p Communication 31.94 43.88 -6.791 16 〈 .001 Social Interaction 32.59 44.18 -6.384 16 〈 .001 Self-Understanding/ Self-Esteem 34.35 44.18 -6.193 16 〈 .001 Cultural Understanding/ Diversity Acceptance 33.53 44.65 -7.330 16 〈 .001 Citizenship/ Social Norms 32.71 43.82 -7.171 16 〈 .001 and etiquette, is effective in enhancing five cultural acceptance competence of multicultural young children—communication, social interaction, self-understanding/self-esteem, cultural understanding/acceptance of diversity, and citizenship/social norms—and that it has value as a practical alternative for early childhood multicultural education. In addition, in-service teachers perceived the necessity and appropriateness of the program positively, indicating a high level of applicability in educational practice. Several limitations should be noted. First, the teacher survey was geographically concentrated, with 67.8% of respondents from the Jeonnam province, thereby limiting the national representativeness of the findings. Second, the single-group pretest–posttest design lacked a control group, making it difficult to rule out maturation effects and other confounding variables. Future research should employ quasi-experimental or randomized controlled designs with nationally representative teacher samples to strengthen causal inferences. Keywords: multicultural young children, cultural acceptance competence, tea culture etiquette education program, communication, social interaction, self-understanding/self-esteem, cultural understanding/acceptance of diversity, citizenship/social norms

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구 배경 및 필요성 1
• 제2절 연구 목적 및 연구 문제 3
• 제2장 이론적 배경 5
• 제1절 다문화 유아 5
• 1. 다문화 유아의 다문화 교육 5
• 2. 다문화 유아의 차문화예절 교육 6
• 제2절 문화수용역량 8
• 1. 문화수용역량의 개념 8
• 2. 문화수용역량의 하위 영역 10
• 제3절 차문화예절 교육프로그램 17
• 1. 유아 문화수용성 교육프로그램 17
• 2. 유아 차문화예절 교육프로그램 18
• 제4절 선행연구 19
• 1. 다문화 및 문화수용성 유아교육 19
• 2. 차문화 교육프로그램 효과 21
• 제3장 연구 방법 24
• 제1절 연구 설계 24
• 1. 연구 개요 24
• 2. 연구 절차 25
• 제2절 차문화예절 교육프로그램 개발 26
• 1. 프로그램 개발의 방향 탐색 26
• 2. 프로그램 시안 구성 30
• 3. 적합성 검토 47
• 4. 프로그램 최종안 도출 49
• 제3절 교원 인식조사 53
• 1. 조사 대상 53
• 2. 조사 도구 56
• 3. 조사 절차 57
• 4. 자료 분석 57
• 제4절 다문화 유아 대상 실험연구 57
• 1. 실험 대상 58
• 2. 실험 도구 58
• 3. 실험 절차 74
• 4. 분석 방법 83
• 제4장 연구 결과 84
• 제1절 교원 인식조사 결과 84
• 1. 차문화예절 교육프로그램 인식 84
• 2. 차문화예절 교육프로그램 실행 여건 인식 84
• 3. 차문화예절 교육프로그램 문화수용역량 영역별 인식 85
• 제2절 다문화 유아 대상 실험연구 결과 96
• 1. 의사소통 96
• 2. 사회적 상호작용 104
• 3. 자기이해/자아존중감 113
• 4. 문화이해/다양성수용 122
• 5. 시민의식/사회적규범 131
• 제5장 결론 141
• 제1절 요약 및 논의 141
• 1. 요약 141
• 2. 논의 143
• 제2절 시사점 및 향후 연구 방향 146
• 1. 시사점 146
• 2. 향후 연구 방향 148
• 참고문헌 151
• 부록 159
• [부록 1] 교원 대상 차문화예절 교육프로그램에 대한 설문지 159
• [부록 2] 전문가 내용 타당도 검토 설문지 167
• [부록 3] 차문화예절 교육프로그램 현장 적용 안면 타당도 검토 설문지 169
• [부록 4] 의사소통 사전·사후 검사 도구 170
• [부록 5] 사회적 상호작용 사전·사후 검사 도구 171
• [부록 6] 자기이해/자아존중감 사전·사후 검사 도구 172
• [부록 7] 문화이해/다양성수용 사전·사후 검사 도구 173
• [부록 8] 시민의식/사회적규범 사전·사후 검사 도구 174
• [부록 9] 차문화예절 교육프로그램 교수·학습과정안 175
• 국문 초록 193