This study aimed to explore and implement measures supporting positive peer interactions of preschool children from multicultural families in the Haneul Class, a kindergarten class attended by 4 to 5-year-old preschoolers, and to determine the effects... This study aimed to explore and implement measures supporting positive peer interactions of preschool children from multicultural families in the Haneul Class, a kindergarten class attended by 4 to 5-year-old preschoolers, and to determine the effects of these supportive measures on the children and adults. The research questions posed in accordance with the research objectives are as follows. 1. What are the supportive measures for promoting positive peer interactions of preschoolers from multicultural families in the Haneul Class? 2. What are the effects of these supportive measures on preschoolers and adults? The present study took place in the Haneul Class, a mixed age class of 4 to 5-year-old preschool children at the Haneul Kindergarten located in the city of A, Gyeonggi Province. The research subjects were 11 preschoolers, their parents, 1 class teacher, and 1 after-school specialist. Among the five 5-year-olds and six 4-year-olds in the class, there were two 4-year-olds from multicultural families, children of foreign workers who came from China. The research period was from July 4 to December 7, 2016. The researcher noticed that the two children from multicultural families in her class only spent time with each other, and began the study in order to find a solution to this problem. The research was conducted in this order: recognition of the problem and first stage action planning, first stage action, first stage action assessment and second stage action planning, second stage action, second stage action assessment and third stage action planning, third stage action, third stage action assessment and final assessment. During the research period, video recordings, photographs, audio recordings, field notes, etc. were collected as data, and anecdotal records, child development evaluation checklists, parent interviews, and teacher consultations were additionally collected as needed. While conducting the research and collecting the data, preschoolers’ reactions that are revealed in action, the researcher’s impressions or interpretations, new discoveries, etc. were recorded and appended to the collected data. Data analysis was performed, and after categorizing and coding, the results were analyzed according to each research question. The findings of this study may be summarized as follows. First, the first stage action plan for supporting the positive peer interactions of children from multicultural families in the Haneul Class included improving peer relationships through cooperative activities, facilitating verbal communication through role-play in small groups, and establishing a close relationship between the children from multicultural families and the teacher. The second stage action plan included establishing positive peer relationships through physical activities, facilitating peer interactions on the part of the children from multicultural families through role-play in small groups, and connecting with the multicultural families to support the interactions of the children. The third stage action plan included cooperating with the after-school specialist to support the children from multicultural families, supporting the peer interactions of the children from multicultural families by taking their distinctive traits into account, and supporting the interactions among parents and children within the multicultural families. Second, in order to support the positive peer interactions of children from multicultural families in the Haneul Class, it was required to include everyone who has an effect on them in the action plans that were implemented. As a result, children from multicultural families engaged in lively interactions with their peers by playing and spending time with them, and in the process showed an increase in positive interactions. The children from other families came to understand and respect difference, and showed an increase in interest towards the children from multicultural families along with a decrease in prejudices. Moreover, the teacher came to possess the requisite attitude and knowledge for conducting multicultural education, acquired an improved understanding of multicultural education, and empathized with the difficulties felt by the parents and children of multicultural families and was able to support them. The after-school specialist came to provide individualized support that took into account the distinctive traits of children from multicultural families. And the parents of multicultural families came to understand preschool education along with effective ways of interacting with their children at home, while the parents of other families went through a positive change in their perception of children from multicultural families due to the influence of their children. Thus the action plans of the present study showed positive effects not only upon the children of multicultural families but also upon everyone else involved, including the children of other families, the teachers, and the parents. The present study sought and implemented various measures to support the positive peer interactions of children from Chinese multicultural families in the Haneul Class. Through these action plans, the positive peer interactions of these children increased, and there were positive effects on the children of other families, the teachers, and the parents as well. It is hoped that this study will enable teachers to pay attention to the difficulties felt by preschoolers from multicultural families at their respective educational sites, and help them to prepare various supportive measures. ，韩语论文题目，韩语毕业论文 |
