• Title/Summary/Keyword: 다문화 아동

Search Result 13, Processing Time 0.19 seconds

A Comparative Analysis on the Development and Maladaptive Behavior at Daycare Centers by Children of Multicultural and Non-multicultural Family Background (다문화 아동과 일반 아동의 발달 및 어린이집 부적응행동 비교 분석)

  • Kim, Hwan Nam;Lee, Sun Ae
    • Korean Journal of Childcare and Education
    • /
    • v.9 no.3
    • /
    • pp.229-252
    • /
    • 2013
  • In this study, WSS developmental checklist and nursery maladaptive test were conducted and applied to 203 multicultural children and non-multicultural children. The children were 3-5years old and were attending 34 kindergartens located in Gimpo-si and Ansan-si, Gyeonggi-do to investigate the developmental level and status of adaptation to the nursery in multicultural children. The result shows that there is no difference in the development of scientific thinking and mathematical thinking while developmental level is lower in personality, sociality, language, reading and writing area in multicultural children compared to non-multicultural children. According to age, there is no difference in the development between 4~5-year-old multicultural children and non-multicultural children while there is a difference in the development between 3-year-old multicultural and non-multicultural children. It also shows that there are no significant differences in nursery adaptation between multicultural children and non-multicultural children.

A Comparative Study on the Working Memory and the Phonological Awareness between Children with Multi-cultural Families and General Families (다문화아동과 일반아동의 작업기억 및 음운인식 능력 비교 연구)

  • Park, Yoo Rin;Kwon, Do Ha
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.13 no.11
    • /
    • pp.5025-5032
    • /
    • 2012
  • The purpose of this study is to compare the working memory and the phonological awareness between Children with multi-cultural families and general families. The research subjects were 15 multi-cultural and 15 general primary school students who were attending 1st-3rd grade in D city. Working memory tested K-TTFC-2 by standardized tool. Phonological awareness abilities was considering the age of the subjects, tested phoneme awareness. Data process was conducted by t -test and frequency test in SPSS program. The results were as follows. First, working memory comparison of both groups showed significant differences. Especially had significant difference in chapter 1, chapter 4. Second, comparison of phonological awareness between both groups showed significant statistic differences. Third, the Phonological awareness comparison of both groups showed that there are differences in sound matching(word medial coda), substituting middle sound in monosyllabic words, phoneme switching. This research result is considered that can be used as the fundamental data for the development of the therapy data considering the working memory and the phonological awareness of children with multi-cultural families.

The Effect of Robot-Based STEAM Class on the Korean Learning of Multiculturul School Children -Focusing on After School Learning of Elementary School- (로봇 활용 STEAM 수업이 다문화 아동의 한국어 학습에 미치는 영향 -초등학교 방과 후 수업을 중심으로-)

  • Kim, Se-Min;You, Kang-Soo
    • Journal of Digital Convergence
    • /
    • v.13 no.8
    • /
    • pp.1-8
    • /
    • 2015
  • This paper focuses on analyzing Korean language learning effect through the STEAM class using a robot which is targeted on multicultural elementary school students. For the purpose of it, the degree of difficulty and interest of how students feel has been measured. By using the programing tool of Korean language entering base, they learn the programming commands like as variable, data type, branching statement, loop statement, etc in Korean, the effect of Korean learning has been measured. It has been examined two interviews at the beginning and the end of the second semester to measure the effect of Korean language learning. As a result of this research, It can be realized that multicultural children who have similar linguistic characteristics and cultural sphere understood Korean language easily when they take the Korean language class by utilizing a robot, and the class had an effect on the acquisition of Korean language for multicultural children.

Effect of Reading and Writing Abilities Improvement Program for Elementary School Children of Multicultural Families (읽기 및 쓰기 학습 부진 아동을 위한 학습치료 프로그램 효과 -다문화 아동을 대상으로-)

  • Choi, Eun-Sil
    • The Journal of the Korea Contents Association
    • /
    • v.14 no.10
    • /
    • pp.393-402
    • /
    • 2014
  • This study aims to testify the effect of reading and writing abilities improvement program for elementary school children from multicultural families. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=9) and a control group(n=8). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed Ranks, Cohen's d with SPSS(PASW)18.0 program. Result: Significant differences were found in scores for reading ability (z=-2.668, p=.008, ES(d)=0.6) and writing ability (z=-2.670, p=.008, ES(d)=0.5) in experimental group. Conclusion: The results indicate that the reading and writing abilities improvement program should be used with elementary school children of multicultural families to help them and to improve their reading and writing abilities.

A Study on the Phonological Errors of Children with Phonological Disorders in Korean-Vietnamese Multicultural Families (베트남 다문화 아동과 기능적 조음장애 아동의 말소리 오류 비교 연구)

  • Hwang, Sang-Shim;Lee, Sook-Hang
    • Phonetics and Speech Sciences
    • /
    • v.3 no.3
    • /
    • pp.181-189
    • /
    • 2011
  • The present study aimed to determine the phonological errors of children in Korean-Vietnamese speaking multicultural families through comparison analyses with those of Korean monolingual peers with phonological disorders. The subjects were 38 children aged about 4-6 years. To examine phonological errors, the Urimal Test of Articulation and Phonation (words) was used. Performances were analyzed by frequency. The results showed some differences between the two groups. There was a tendency for children in Korean-Vietnamese speaking multicultural families to show a higher frequency of phonological errors than Korean monolingual children with phonological disorders. However, the former showed lower error percentages in a few error patterns than the latter such as syllable final consonant deletion, showing similar patterns to those of the normal children. They also showed very unique error patterns such as the highest error percentage in palatal affricates. It remains to be seen if these error patterns are just delay in acquisition or phonological disorders.

  • PDF

Design and Implementation of Mobile Services for Learning and Communication on Multiculture (다문화 학습과 소통을 위한 모바일 서비스의 설계 및 구현)

  • Song, Je-o;Choi, Na-Eun;Lee, Sang-Moon
    • Proceedings of the Korean Society of Computer Information Conference
    • /
    • /
    • pp.175-176
    • /
    • 2018
  • 다문화주의는 문화적 다양성을 장려하는 생각이나 정책을 말한다. 통계청의 자료에 따르면, 우리나라도 1990년대 이후로 꾸준히 국제결혼이 증가하면서, 2010년에는 다문화 가정이 38만 6977가구로 나타났으며 사회적 영향력과 문제점을 가지고 있다. 그 중 하나로 다문화 가정 자녀의 학교생활에 대한 적응과 다양성 존중을 위한 다문화 아동에 대한 이해로, 본 논문에서는 학생, 교직원, 시민들이 참여하여 다문화에 대한 다양성을 학습하고 이해하여 소통할 수 있는 모바일 서비스를 제안한다.

  • PDF

Predictors of School Adjustment among Multicultural Children: Systematic Review (다문화 아동의 학교적응 예측요인에 대한 체계적 문헌고찰)

  • Kim, Dong Hee
    • Journal of the Korean Society of School Health
    • /
    • v.29 no.3
    • /
    • pp.156-166
    • /
    • 2016
  • Purpose: The purpose of the study was to synthesize related studies and identify the predictors of school adjustment among multicultural children. Methods: The author searched Google Scholar, RISS, KISS, Naver Academic, NDSL, and the National Assembly Library databases from August 1 to August 8, 2016. Keywords included multicultural, adolescents, school life, and school adjustment. Results: Twenty two studies, from 3,645 screened references, were included and finally analyzed. All studies were prospective studies and used regression analysis. The predictors of school adjustment among multicultural children were children's personal factors and social factors. Children's personal factors consisted of general factors, psychosocial factors, and situational factors. Social factors consisted of parental factors, family factors, teacher factors, and peer factors. Conclusion: The findings suggest that consideration of social factors as well as personal factors of multicultural children, their family, teacher, and peers is needed to improve school adjustment of multicultural children.

Factors Influencing the Experience of Depression among School-aged Children from Multicultural Families (다문화 가정 학령기 아동의 우울 영향 요인)

  • Moon, So-Hyun;Lee, Min-Kyeong;Lee, Mi-Jeong;Shim, Ha-Jin;Cho, Hun Ha
    • Child Health Nursing Research
    • /
    • v.24 no.4
    • /
    • pp.434-442
    • /
    • 2018
  • Purpose: The purpose of this study was to investigate factors affecting the experience of depression in school-aged children from multicultural families. Methods: Data from 1,812 school-aged children of multicultural families were collected from the 2015 National Multicultural Family Survey. Logistic regression was conducted based on complex sample analysis using SAS 9.4. Results: Significant predictors for experiencing depression were lower self-esteem, lower Korean proficiency, less time spent conversing with the father, lower degree of parental interest, poorer school adjustment, greater difficulties with schoolwork, and experiencing violence at school. Conclusion: This study showed that factors related to the individual, family, and school environment influenced the experience of depression. Based on a consideration of these factors, it is necessary to develop an effective program to prevent depression by establishing high-risk criteria for depression.

A Structural Model of Self-Concept among Children and Adolescents from Multicultural Families Based on the Ecological Systems Model (다문화가정 아동·청소년 자아개념의 구조모형: 생태체계모형을 기반으로)

  • Oh, Eun Jin;Sung, Kyung Mi
    • Journal of East-West Nursing Research
    • /
    • v.24 no.2
    • /
    • pp.171-181
    • /
    • 2018
  • Purpose: The study aimed to validate a structural model of self-concept among children and adolescents from multicultural families. Methods: Data were collected from 325 mothers of multicultural families and their 417 children. Confirmatory factor analysis, path analysis and multiple mediation analysis with a phantom variable approach were used to assess construct validity and relations between model variables. Results: Goodness of fit indices of the modified theoretical model, the standardized ${\chi}^2$ (2.75), RMR (.02), RMSEA (.07), NFI (.90), TLI (.92), CFI (.94), GFI (.89), and AGFI (.87), met criteria. Social support and mental health problem had significant direct effects on self-concept, whereas residential environment and school adjustment had significant indirect effects, accounting in combination for 53% of the variance in self-concept. Conclusion: Based on the results, mental health problem mediated the relationships of self-concept and parenting stress.

Comparison of Factors influencing Academic and Social self-concept between Multicultural and General children (다문화아동과 일반아동의 학업자아 및 사회자아의 영향요인 비교)

  • Oh, Eun Jin;Sung, Kyung Mi
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.16 no.12
    • /
    • pp.8596-8607
    • /
    • 2015
  • This study was aimed to compare and investigate the difference of academic self-concept and social self-concept between multicultural children and general children. The data were collected from a total of 285 multicultural children and 223 general children in elementary school, during three months from February 20, 2014 to May 20, 2014. Collected data were analyzed using t-test, Pearson correlation coefficients, and enter multiple regression with the SPSS 23.0 program. Multicultural children showed lower scores in academic and social self-concept, parents attachment, social support, and school life adaptation than general children. And their mental health level was lower than the general children. The study results were that academic self-concept of multicultural children was influenced by learning activity (${\beta}$=.298), social maladaptation (${\beta}$=-.218), communication (${\beta}$=-.196), and confidence (${\beta}$=.167), which explained for 42.4% of academic self-concept. Social self-concept of multicultural children was influenced by support from friend (${\beta}$=.285), peer relation(${\beta}$=.187), social maladaptation (${\beta}$=-.172), and depression (${\beta}$=-.139). which explained for 46.3% of social self-concept. Since the influence factors of academic and social self-concept of general children and multicultural children have a great power of explanation, they can be used for the intervention program enhancing self-concept for school aged children.