The purpose of this study is to assess the understandings of Korean mothers, living in the United States, on early childhood education and how they apply into daily lives. This study also aims to address the aspects of difficulties and needs expressed...
The purpose of this study is to assess the understandings of Korean mothers, living in the United States, on early childhood education and how they apply into daily lives. This study also aims to address the aspects of difficulties and needs expressed by Korean mothers as they nurture their children in the United States. The research mainly focused on the following questions.
1. How do Korean mothers living in the United States perceive their children’s education and apply in reality?
2. How do Korean mothers living in the United States perceive early childhood based schools and educate their children utilizing the school systems?
3. What are the difficulties and needs being faced by Korean mothers as they educate their children in the United States?
The total of 212 Korean mothers living in New York or New Jersey participated in this study. The inclusion criteria were the Korean mothers residing in New York or New Jersey area with children age group between 3 and 5. They were asked to answer the questionnaire developed by the author of this study. The questionnaire consisted of 44 questions in 4 categories which were developed based on relevant books, previous studies, and the interviews with mothers. The collected data were analyzed using the calculation of frequency and percentage.
The results of the analysis in this study are as follows.
First of all, the emotional, social and physical developments are the three most essential areas considered by Korean mothers in young children's development. Mothers indicated that the most effective way to teach children is to expose children to playful environment and letting them learn naturally through play with peers. Mothers intended to spend more time playing with their children, however, the time spent was not sufficient. The most parents ed spending more than 1000 dollars monthly for the child's education. Korean children have inclination to make friends with Korean ethnic background although the mothers showed no preferences on the ethnicity of their children's friends. Many participants stressed the importance of Korean language as a mediator that reinforces children to establish their identity, understand their root, and reach a self-realization, thus, parents wished for their children to be able to read, write, understand, and speak Korean language at least at the entry level. The majority of Korean mothers prefer to continue education of their children in the United States.
Secondly, the numbers of children in New York and New Jersey area attending English dominant American preschool and Korean dominant preschool were comparable. Among the cohort, the children attending American preschool and Korean preschool were five and three years old, respectively. The rationale for sending their child to Korean preschool was to increase the opportunities developing and learning the native language. In contrast, the mothers expressed the concerns for potential language disorientation between the Korean and English upon entering the elementary school. The parents who chose to send their child to English dominant preschool was for the smooth transition into elementary school.
Children’s adaptation to American preschool was without much of difficulties in majority of cases followed by ed difficulties in English language in some group. The children attending American preschool became more fluent in English while the children attending Korean preschool became more fluent in Korean. However, both group showed the ability to use both languages adequately. The mothers occasionally held meetings with teachers and expressed their overall satisfaction on the education system. The mothers who send their children to American preschool expect the facility to acknowledge, understand, and respect for each child's personal inclinations, cultural awareness and cultural heterogeneity. The mothers sending their children to Korean preschool expect the education that provides good teaching in English and promotes the better understandings of American cultures.
Lastly, the greatest obstacle in children education in the United States is parents’ lack of fluencies in English which often interferes with an efficient communication with school teachers and American parents. Also, the child’s struggles derived from language and cultural differences can lead to the identity confusion and conflicts with parents which was the most apprehensive aspect among parents. The quality of Korean children education in the United States can be greatly enhanced by supporting mothers with English language and American culture learning tools and opportunities. Also, the Korean organizations at both regional and national level should consider providing more cultural experience opportunities for our children in the United States.
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