미술을 통한 다문화 교육 프로그램이 인종에 대한 유아의 태도에 미치는 영향 = (The)Influence of Multi-cultural Training Program through Art on Children's Attitude toward Human Distinctiveness

다국어 초록 (Multilingual Abstract)

This study aims to find how a multi-cultural training program through art influences the attitude of children's acts to different human races, to supply a basis for practicing multi-cultural training in the field of early childhood education with this study. For this purpose, research topics are as follows:
1. How many influences in preference ratio of a child to a human race a multi-cultural training program through art?
2. How many influences in a fixed idea of a child to a human race a multi-cultural training program through art?
They were instituted with 50 kindergarten children of 4years old in M nursery that are lower middle class in economic level, divided into 2 groups randomly that is a testing group and a control group. It conducted art activity for children on the testing group for approaching multi-cultural in and general art activity designed based on life topic for children on control group.
It used to re-modify the research instrument that Bak ji hui(2002) extracted and used from preference items among the instruments that Eum mi suk(1999) used in her study based on research themes of Clark(1947), Hirschfeld(1995), Horowitz(1936), Morland(1958), Radke & Trager(1950), Ramsey(1987) for finding preference of a child to a human race. also, it used to re-modify the research instrument that Lee jeong hui(1999) used based on Strech study(1994) with the items that Bak ji hui(2002) extracted and used from which was used by Jang young hui, Lee suk jae, Kim hye sil, Kim jeon hwa (1999) in their study based on the study of Clark & Clark(1947), Hirschfeld(1995), Horowitz(1936), Morland(1958), Radke & Trager(1950), Ramsey(1987) for finding influence in a fixed idea to a human race.
From 13th of May to 15th of May, 2009 a 3day pre-test was performed a week before applying the program. It was conducted that a researcher and an assistant executed a personal interview to 50subject of both testing group and control group.
It applied the program at art activity with large group activity among daily work of a nursery for 3weeks.
It also performed a post-test for both testing group and control group from 8th of June, 2009 to 10th of June, 2009 for 3days after applied the program. Analysis criteria and practice method were executed under the same conditions as pre-test.
It conducted dada analysis to verify X2 for finding difference between two groups with outcome of frequency (N) and percentage (%) every items for finding preference of a child on both testing group and control group to a human race, analysis of covariance (ANCOVA) for finding difference between two groups of a fixed idea to a human race. It executed an interview to teachers for testing group for finding change of reaction to a fixed idea and a human race on children.
The result of consequence of this study is in summary as follows:
First, the result of study on preference of a child to a human race, it represented that the children who progressing the program for selecting racial preferences in the circumstance of selecting the relative fun and having divided was the meaningful difference between post-groups different from pre-groups, on the other hand, there was no the meaningful difference in the circumstance of selecting the subject who can work together and of helping, and then multi-cultural training program influences in preference of a child to a human race through art, but it needs taking enough time and making effort continually because the degree is different in accordance with circumstance.
Second, in the result of study on a fixed idea of children to a human race, it presented that positive degree of a fixed idea to every race was positive influenced by a program for multi-cultural training, and it was more effective a Caucasian than a colored.
Third, in the change on act or communication of children before and after conducting a program of multi-cultural training, they talked a lot of negative telling when seeing a Caucasian and a colored before conducting a program, on the other hand, the most of thought of children have changed after conducting a program, there are many children who are interested in what they eat, what they wear and how they can live, have curious to know various culture.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 다문화 교육 = 5
• 1) 다문화 교육의 개념 = 5
• 2) 우리나라에서 다문화 교육의 의미 = 7
• 3) 다문화 교육의 내용 및 활동 = 9
• 2. 다문화 교육과 미술활동 = 11
• 3. 유아의 인종에 대한 태도 = 13
• 1) 유아의 인종에 대한 태도 = 13
• 2) 유아의 인종에 대한 선호도 = 15
• 3) 유아의 인종에 대한 고정관념 = 16
• Ⅲ. 연구 방법 = 18
• 1. 연구대상 = 18
• 2. 연구도구 = 19
• 3. 미술을 통한 다문화 교육 프로그램 = 21
• 4. 연구절차 및 자료수집 25
• 5. 자료분석 28
• Ⅳ 연구결과 29
• 1. 미술을 통한 다문화 교육 프로그램이 인종에 대한 선호도에 미치는 영향 = 29
• 2. 미술을 통한 다문화 교육 프로그램이 인종에 대한 고정관념에 미치는 영향 = 35
• 3. 유아들의 반응 분석 = 39
• Ⅴ. 결론 및 논의 = 43
• 1. 결론 및 논의 = 43
• 2. 제한점 및 제언 = 47
• 참고문헌 = 48
• 부록 = 54
• ABSTRACT = 70