The purpose of this study was to develop an educational drama program for young children‘s multicultural education and to investigate the effects of the program after applying it to 5-year-old children. In order to achieve its purpose, the researche... The purpose of this study was to develop an educational drama program for young children‘s multicultural education and to investigate the effects of the program after applying it to 5-year-old children. In order to achieve its purpose, the researcher conducted research on the effects of the program after performing the study to design it. The research questions of this study are as follows: How can an educational drama for young children‘s multicultural education be developed? 1-1. What are the goals and aims of the educational drama for young children‘s multicultural education? 1-2. What are the organized contents of educational drama for young children‘s multicultural education? 1-3. How can teaching and learning methods of educational drama for young children‘s multicultural education be organized? 1-4. What are the developed assessment methods of educational drama for young children‘s multicultural education? What are the effects of educational drama for young children‘s multicultural education? 2-1. What are the effects of the program on young children’s multicultural awareness? 2-2. What are the effects of the program on young children’s empathy? 2-3. What are the effects of the program on young children’s interpersonal problem solving skills? Towards this end, a draft program for educational drama for young children‘s multicultural education was developed following a literature review and educational drama for young children‘s multicultural education needs analysis, and was subsequently revised and improved through consultations with experts. The aim of this program was to enhance young children’s attitude towards and competence of living together in a multicultural social environment. Its specific educational objectives included acknowledging cultural diversity and getting familiar to the diversity and attaining empathy with the cultural diversity, having a positive personal and collective identity, respecting others based on knowing the value of equality, objecting to and coping with prejudice and discrimination, and living harmoniously with diverse people. The educational contents of this program consisted of the following five areas: cultural diversity and identity; equality; respecting others; anti-bias; and cooperation. The teaching and learning methodology encompassed the five categories of principles, procedures, strategies, teaching materials, and teacher’s roles. The teaching and learning principles focused on play, interests, experiences, empathy, active interaction and integration. The teaching and learning procedure was composed of four modules: introducing, recognizing multi-culture, experiencing multi-culture dramatically, and clarifying multicultural awareness and attitude. The teaching and learning strategies included using self-expression, inference, problem solving, discussion, explanation, modeling and cooperation. For these strategies drama conventions like Mime, Whole-group role play, Improvisation, Teacher-in-role, Mantle of the expert, Man in a troubie, Hot-seating, Meeting, Ceremony, Letters and etc. were applied. The teaching and learning materials included visual aids, playthings and objects in classroom and various teaching materials. The teacher’s role involved being a planner and organizer of educational drama for multicultural education, a participant in educational drama, a motivator to stimulate acting and thinking, a facilitator to stimulate children’s reflection, a supporter to offer social knowledge and skill, to connect children’s experience and their learning, and an evaluator of children’s accomplishment. Sufficient measures for formal and informal evaluation were put in place for children, teacher and program assessment. In order to examine the effects of this educational drama for young children‘s multicultural education, the experimental study was conducted on targeting 38 five-year-olds(19 from the experimental group and 19 from the comparative group) attending C Nursery school in I City, South Korea. The study was implemented over a 4-week period from March, 15 to April 8, 2016. Pre-tests and post-tests were administerd to observe change in the young children’s multicultural awareness, empathy and interpersonal problem solving ability. And statistical processing was performed through ANCOVA using the SPSS program. This study found the following effects of educational drama for young children‘s multicultural education. Firstly, after analyzing the effects of educational drama program on children’s multicultural awareness, the experimental group showed much greater improvement than the comparison group in children’s total multicultural awareness points including increases subcategories multicultural consideration and multicultural acceptance. Accordingly, these results indicate that this program was effective in improving young children’s multicultural awareness. Secondly, statistically significant differences were found in the young children’s empathy. The experimental group showed much greater improvement than the comparison group in all the elements measured in the empathy test including affective empathy, social reactivity, cognitive empathy. These results suggest that this program was effective for improving children’s empathy ability. Thirdly, statistically significant differences were found in the young children’s interpersonal problem-solving skills. The experimental group showed much greater improvement than the comparison group in children’s total interpersonal problem-solving skills points including increases in pro-social strategy points. This shows that this program was effective for improving children’s interpersonal problem-solving skills. In conclusion, this educational drama for young children’s multicultural education program showed a significantly positive influence on improving children’s multicultural awareness, empathy and interpersonal problem-solving skills. This research is significant for its empirical demonstration of the value of this novel program, differentiated from other multicultural education programs for young children, and its applicability in the other field of early childhood education. ，韩语论文，韩语毕业论文 |
