다문화가정 유아교육에 대한 실태 분석 : 대전시 유아교육기관을 중심으로

다국어 초록 (Multilingual Abstract)

This study aims to survey the current state of young children and their parent at international marriage families and foreign worker families attending early childhood education institution, to examine the current state of education for young children at multicultural families in early childhood education institution and differences in early childhood teachers' demands for effective education of multicultural family children, to suggest plans to activate the education and support of multicultural family children in the field of early education and government departments.
In order to achieve these objectives, we set research questions as follows;

1. How are the current state of multicultural family children attending early childhood education institutions and their parents?

2. What are the extent of activities for children's education in a multicultural setting?

3. What are the teachers' demand for effective education of multicultural family children?

The participants of this study were a total of 76 teachers selected from 73 kindergartens and day care centers located in Daejeon. The questionnaire used in this study was prepared by the researcher based on previous researches of Lim Gab-Ja(2007), Keum, Je-Yoon(2008), Ryu, Jung-Nim(2007) in order to measure the educational realities, and the survey was conducted during the period from September 7 to September 30, 2009.
Collected data were processed using SPSS 12.0. For basic statistical analysis, frequency analysis were performed in order to see conditions in the edition of multicultural family children and early childhood teachers' demand.
The results of this study are summarized as follow.
First, the total number of multicultural family children taught by the 73 early childhood teachers surveyed in this study was 41, and their nationality was one of 7 countries including Korea, the U.S., Vietnam. etc. in order of frequency. And their father's nationality was one of 8 countries including Korea, the U.S., Cambodia, Australia, Japan, etc, and their mother's nationality was one of 12 countries including China, Korea, Vietnam, Canada, etc. in order of frequency. In addition, 58.5% of their fathers were forties, and 61% of their mothers were thirties, and 90.2% of them were international marriage.
Second, an attempt was made to investigate the realities of the extent of activities for children's education in a multicultural setting. As a result, it was found that it wasn't well provided for early childhood teacher overall. The reason is the lack of teaching/learning material, workshop and in-service training. It was concentrated on one unit. Most preparations were made for the number·operational domain, bodily domain, language domain, etc, in order frequency. Majority of teachers agreed to the necessity of the children's education in multicultural setting, and the biggest reason why the children's education in multicultural setting is necessary appeared to be on the necessity of children's education due to the anti-biased mind regardless of race, sexuality, social status.
Third, the teachers' demand for effective education of multicultural family children was specific teacher education and workshop, the government's financial support to multicultural families, assignment assistant teacher, etc. in order of frequency. In addition, the teachers' major demand for modification of curriculum was in various and specific teaching method, evaluation process. And multicultural education, instructing material development, activity-centered Korean language education program , etc was demanded by them.

As seen above, teachers are not yet having proper perception or attitude toward children's education in a multicultural setting, and there are still many insufficiencies in training programs for teachers and preparation of classroom environment for children's eduction in a multicultural setting. It is required to have sufficient professional human resources and institutions secured for more diversified and systematic training programs to help the teachers on children's education in multicultural setting.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• Ⅱ. 이론적 배경 7
• 1. 다문화가정 7
• 1) 다문화 가정의 개념 7
• 2) 다문화 가정의 현황 9
• 2. 다문화 교육 10
• 1) 다문화교육의 정의 10
• 2) 다문화 교육의 배경 12
• 3) 다문화 교육의 목적 13
• 4) 다문화 교육의 내용 및 활동 16
• 5) 다문화 교육을 위한 교사의 역할 18
• 6) 다문화 교육에 관한 교실환경 구성 19
• 3. 다문화 교육 관련 법령 21
• 1) 다문화가정의 헌법적 기초 21
• 2) 다문화가정과 국적법 23
• 3) 다문화가정과 교육 관련법 24
• Ⅲ. 외국의 다문화교육 동향 27
• 1. 외국의 다문화교육 사례 27
• 2. 다문화교육정책에 대한 시사점 42
• Ⅳ. 다문화가정 유아교육 실태 분석 47
• 1. 연구 방법 47
• 1) 연구 대상 47
• 2) 연구 도구 48
• 3) 자료 처리 50
• 2. 연구결과 및 해석 50
• 1) 유아교육기관의 다문화가정 유아 및 부모의 현황과 배경 50
• (1) 유아교육기관의 다문화가정 유아 및 부모의 현황 50
• (2) 유아교육기관의 다문화가정 유아와 부모의 한국어 능력 현황 53
• 2) 유아교육기관의 다문화가정 유아 지도 현황 54
• (1) 다문화 관련 교사교육의 내용과 프로그램 54
• (2) 다문화 교육을 위한 물리적 환경 58
• 3) 다문화 교육에 대한 교사의 요구 및 지원 60
• (1) 다문화가정 유아 교육시 현재의 가장 어려운 점 60
• (2) 다문화가정 유아 교육시 현장에서 겪는 교사의 어려움 61
• (3) 다문화가정 유아 교육 과정의 우선적 보완 요구 사항 62
• (4) 다문화교육 교사 연수시 포함되었으면 하는 내용 62
• (5) 다문화가정 유아 교육시 교육청이나 지역기관에 대한 지원 요구 사항 63
• (6) 다문화가정 유아 지도를 위해 개선되어야 할 사항 64
• Ⅴ. 논의 및 정책반영 68
• 1) 논의 및 정책반영 68
• 2) 제언 73
• 참고문헌 74
• 부록 79
• ABSTRACT 89