As South Korea has changed to a multicultural society, the need for multicultural education pursuing a mutual harmony of diverse ethnic and culture has been greatly emphasized. The essence of multicultural education can be said to realize a just socie... As South Korea has changed to a multicultural society, the need for multicultural education pursuing a mutual harmony of diverse ethnic and culture has been greatly emphasized. The essence of multicultural education can be said to realize a just society where all people enjoy the freedom and equality based on the fundamental human rights. This study aims to suggest the desirable orientation of mulicultural education for young children in order to establish basic data needed to develop multicultural education programs for young children by analyzing the Korean multicultural policy with several elements of anti-bias education, at the same time, by analyzing the mulicultural policy for young children conducted by government agencies and NGOs in the human right perspective. To this end, we analyzed 'Multicultural Understanding Education Program for Young Children’ supported for multicultural pilot kindergartens by Ministry of Education, ‘Activity materials of world understanding & multicultural education for children’ offered for nursery staff by Ministry of Gender Equality and Family, training programs used in civil society organizations, infant multicultural programs contained in textbooks used in preschool education institutions and Nuri-program for five-year-olds with the six multi-cultural analysis criteria; cultural awareness, diversity, identity, equality, anti-prejudice, cooperation and five anti-bias analysis criteria; culture, appearance, gender, ability, age. The result showed that the level of culture comprehension and diversity appeared high in all programs except the training program used in the civil society and Nuri-course education program, but anti-bias and equality appeared generally low. This finding proves that the current multicultural education in Korea is only concentrated on cultural diversity education, such as knowledge delivery regarding diverse cultures. From the in-depth interviews to those related to the multicultural education for young children, we were also able to confirm that many cases of the multicultural education were provided just in the form of a one-time event to experience cultures of other countries due to lack of professionalism of teachers. On the other hand, the level of anti-bias appeared high in the multicultural education programs for young children used in civil societies. This result can be seen that NGOs have implemented multicultural education with a focus on fundamental human rights. The analysis also found that the level of appearance and the level of culture were high among the five anti-bias elements in the early childhood education of all institutions. This means that multiculturalism is still only considered as understanding of other cultures and introducing different races. In addition, we compared pilot multicultural kindergartens supported by Ministry of Education to provide multicultural curriculum and daycare centers that have own multicultural education system. In the pilot kindergartens, both external instructors and kindergarten teachers are responsible for education and they have an annual training plan to teach the entire young children cultural diversity and to teach young children from multicultural families Korean language. The daycare centers which have their own multicultural education system have a lot of one-time education for special occasions and nursery teachers rather than external instructors carry out cultural diversity training to the entire infants. In-depth interviews of stakeholders stressed that teacher training to improve professionalism and programs and manuals that a variety of multicultural education can be achieved rather than programs only highlighting multicultrual diversity are strongly needed. Moreover, the multicultural education for young children is required to focus on improving the educational environment that can prevent prejudice and discrimination, promoting multicultural sensitivity and human right-oriented training programs. Based on the findings, we suggest that the multicultural education for young children should be incorporated into regular curriculums of institutional. In the regular curriculum, human rights-oriented multicultural education programs, teachers’ professionality improvement, anti-bias training and intercultural education shall finally invigorate as social basic education. Key words: Human rights-oriented, Multicultural education for infants. ，韩语毕业论文，韩语毕业论文 |
