This study shows the actual condition of home-visiting education in support center for children of muticultural families and gives way to find the improvement based on the needs of teachers and parents.
For this study, I looked over the educational...
This study shows the actual condition of home-visiting education in support center for children of muticultural families and gives way to find the improvement based on the needs of teachers and parents.
For this study, I looked over the educational condition of female marital immigrant children and the home-visiting programs. In more detail, I analyzed the survey that is implemented with visiting teachers and parents in immigrant families. Based on this research, I found out disadvantages of this home-visiting program
Although this home-visiting program has effects on positive outcomes, it also yields several weak points. Frist, the most urgent problem is that we don't have any textbooks for preschoolers. This reason makes immigrant families to lose their chance which gives them in once per a immigrant family before the full effect of the opportunities offered. In addition, it is hard to meet the student's level because the textbook for school-age children provides students without distinction of grades like senior primary grades and elementary grade.
Second, providing times of home-visiting education is one of the matters. Educational visits should keep twice a week for 2 hours at 4 homes, in other words, on the average, they should educate students for 4 hours at 2 homes. However, training in usually done after returning home from educational institutions because they range from 3 years old to 12 years old. In case of dual-earner families, if children have a late class, it can cause them to feel the physical tiredness and poor concentration. It can lead to an ineffective class.
The third problem is the selection and training of teachers to visit. In condition of the selection in employment of visiting teachers, although they should teach immigrant families, it does not require the criteria Korean ability. In addition, the training of visiting teachers is not included in Korean language education and elementary education as a curriculum. In this situation, subjects of a visiting teacher change from parents to children without considering about training visiting teachers.
As a way to solve these problems, I divided them into visiting teachers, training programs, textbook, teaching skills and learners of home-visiting programs. Visiting supervisors of multicultural families should develop the lesson plans based on the needs analyzed through education and teachers' training of improvement plans. Furthermore, training programs of visiting teachers should include curriculums of kindergarten and elementary school and Korean language.
For the improvement of textbook and teaching methods for home-visiting programs, we need to develop a systematic manual of preschooler and elementary school children including the Korean language education. Also, we should make the link between school subjects and curriculum of home-visiting programs.
we should build the class with parents and teachers for improvement of learners in home-visiting programs. Korean fathers in multicultural family should participate in studying at least once a week and expand the provided time for students.
Though this improvement of system, if home-visiting programs keep as a consistent and sustainable policy for female marital immigrant families, it can help their children who have trouble with the language, cognitive, emotional and academic works.
，韩语论文范文，韩语毕业论文 |
