유아교육기관 문화적 역량 개념 및 구성요소 탐색 = An exploration in developing the concept and components of cultural competency for Korean Early Childhood institutions

다국어 초록 (Multilingual Abstract)

This study strives to find a path to the meaning and the components of cultural competency for Korean Early Childhood institutions. Thirty early childhood professionals, including teachers, directors, and professors, who, while remaining anonymous to each other, participated in the Delphi method of gathering data and reasoning separately but together to arrive at a consensus regarding the nature of cultural competency and the requirements for its successful implementation in early childhood institutions. In this study, data were collected, read, readed and commented upon by the participants three times. After each time, participants, in viewing the answers given by others, changer or revised their individual answers to arrive at a more comprehensive consensus. The consensual findings of study are summarized here. First, to accept a concept of cultural competency for an early childhood institution means that the institution must first be able to accept, recognize and embrace multicultural environments through strengthening its members` cultural competency levels, and constructing support systems. Second, the participants came to agree on five main cultural competency integrative areas:1) management of early childhood institutions, 2) development of human resources and if management, 3) cultural competency curriculum, 4) construction of support systems for working with diverse populations, 5) building partnership with parents and community. Sixteen components of these areas are discussed in the article in the context of the current multicultural environment in the field of early childhood education. These findings provide a framework for conceptualizing and developing cultural competency in early childhood institutions.

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