유아다문화교육의 내용에 대한 유치원교사의 개념도 분석

Abstract

The purpose of this research was to provide fundamental data for proper early multi-cultural education analyzing the criteria of multi-cultural concepts of kindergarten teacher. Following questions are developed in order to perform this study. 1. Analyzing the conceptual map, how is the knowledge of kindergarten teachers about early multi-cultural education? 2. Analyzing the conceptual map, how is the level of knowledge of kindergarten teachers about early multi-cultural education? The subjects of this study was the 104 kindergarten teachers working in the randomly selected 11 private kindergartens in Busan. To examine the level and structure of knowledge about multi-cultural education, the teachers provided their own conceptual maps. The treatment of collected data was based on the method of Sung-Kyung Sim(2008) influenced by Gowin(1984) and Morine-Dershimer(1993). First, most of kindergarten teachers used 23 upper categories about early multi-cultural education. The most frequent upper category was "Various Nations In The World," which got 41 out of 434 and was 9.45% of total categories. The next one was 'Race,' which got 31(8.29%). Second, as Derman-Sparks and A.B.C. Task Force(1989) announced the upper categories depend on the subject of multi-culturalism and its subcategories, most of categories they thought were related that they should learn and experience the truth that each family, society, group, and nation has various values, attitudes, and behaviors in its culture, and they should cooperate and make an effort to construct a community society. However, they did not much realized that various members in a society have their own characteristic but also shares their similarities at the same time. In addition, the upper category about identity of gender-role did not appeared. Third, kindergarten teachers significantly admitted the upper category of "Various Nations In The World," and it included high quantity of subcategories. However, the rank of concept was mostly limited as level one. Forth, after the investigation of difference in the range of distribution, each upper categories had many subcategories but the rank of them was very low. There was a meaningful difference in the highest score(42.60) and the lowest score(1.00) but other values were similar to each other. The range of distribution was more dicentralized rather than formalized, and the range of 5-10 was about 60%, which means that the level of teachers were similar. Therefore, the knowledges of kindergarten teachers about early multi-cultural education are highly focused on certain subjects as "Various Nations In The World," it is necessary to develop a program for kindergarten teachers to provide a proper environment of multi-cultural society to our children reflecting the contents of multi-cultural education.