예비유아교사의 다문화 그림책에 대한 인식 연구

A Study on the Pre-Service Early Childhood Teachers’ Perception of Multicultural Picture Books

본 연구는 다문화 그림책에 대한 예비유아교사의 인식을 살펴보고, 다문화 교육 경험에 따른 다문화 그림책에 대한 예비교사의 인식을 알아보는 연구다. 연구의 대상은 경기도 소재 대학교에 재학 중인 예비유아교사 375명이며, 연구에 사용된 설문지는 관련 문헌을 참고로 수정·보완하여 사용하였다. 연구결과는 첫째, 예비유아교사들은 다문화 그림책과 관련된 교육이 유아뿐 아니라 예비유아교사들에게 필요하다고 인식하고 있었고, 효과적인 다문화 그림책 활용을 위해서는 다문화에 대한 편견이 없도록 열린 태도가 필요하다고 인식하였다. 둘째, 다문화 관련 교육경험이 있는 예비유아교사가 그림책 이해, 다문화 그림책 이해, 다문화 그림책 활용의 필요성 등 대부분의 항목에서 유의미하게 높은 인식을 보였다. 본 연구는 보육현장에서 사화·문화적 환경이 다른 다문화 가정 영유아를 위해 그림책을 활용하여 교육적인 적용을 하는데 있어 기초자료로 활용되어 질 수 있다.

The purpose of this study is to explore the perception of multicultural picture books by pre-service early childhood teachers. This study was conducted by 375 preliminary child care teachers in nearby Kyonggi Province universities, and the questionnaire was used re-revisioned questionnaires with reference to the related literatures. The study found that pre-service early childhood teachers felt that the education associated with picture books and multicultural picture books was necessary not only for infants but also for pre-service early childhood teachers, and that they perceived to make effective use of multicultural picture books, they need an open attitude toward them. Second, preliminary child care teachers with multicultural educational experiences showed significant recognition in almost every aspect, including understanding the education of multiculturalism, understanding picture books, and the need to utilize multicultural picture books. The purpose of this study is to explore the perception of multicultural picture books by pre-service early childhood teachers. This study was conducted by 375 pre-service early childhood teachers in nearby Kyonggi Province universities, and the questionnaire was used re-revisioned questionnaires with reference to the related literatures. The study found that pre-service early childhood teachers felt that the education associated with picture books and multicultural picture books was necessary not only for infants but also for pre-service early childhood teachers, and that they perceived to make effective use of multicultural picture books, they need an open attitude toward them. Second, pre-service early childhood teachers with multicultural educational experiences showed significant recognition in almost every aspect, including understanding the education of multiculturalism, understanding picture books, and the need to utilize multicultural picture books. This study can be used as a basic material for educational application by using picture books for young children in multicultural families with different socio-cultural environments of childcare.