• Child Health Nursing Research
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• 제26권1호
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• pp.23-34
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• 2020

Purpose: This study was conducted to investigate factors affecting health behaviors in late school-aged children from multicultural families. Methods: This study included 401 children (112 from multicultural families and 289 from non-multicultural backgrounds) in grades 4~6 in 11 elementary schools. Data on health behaviors and related factors (school adjustment, the mother-child relationship, self-efficacy, etc.) were collected from the children using self-reported questionnaires between May and June in 2019. The collected data were analyzed through a univariate analysis and multiple regression analysis. Results: The health behavior score of multicultural children was lower than that of non-multicultural children (t=3.32, p=.001). In multicultural children, school adjustment (β=.55, p<.001), mother-child relationship (β=.25, p=.001), and perceived health status (very healthy=1; β=.19, p=.011) were significant factors affecting their health behavior and explained 47.0% (F=30.93, p<.001) of the variance. Conclusion: Multicultural late school-aged children are at risk to engage in a lower level of health behaviors than their non-multicultural counterparts. More attention should be paid to ways of improving multicultural children's perceptions of their health status, maternal relationships, and school adjustment in order to promote health behaviors.

• 한국생활과학회지
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• 제19권6호
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• pp.981-991
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• 2010

This study investigated the structural relationships between parental attitude, social support, self-esteem, and levels of adjustment to school life of children from multicultural families. Participants were 177 elementary school children from multicultural families in 1st to 6th grade of elementary school in the Daegu-Gyeongbuk area of South Korea. The major findings were as follows. 1) Parenting attitude, social support, and self-esteem had direct effects on levels of children's adjustment to school life. 2) Parental attitudes and social support had direct effects on children's levels of self-esteem. 3) Parental attitudes and social support also had indirect effects on levels of adjustment to school life of these children. This study suggested that various concern and supports from multi level of society are required to improve adjustment to school life in children from multicultural families.

• Human Ecology Research
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• 제53권1호
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• pp.107-117
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• 2015

The purpose of this study was to examine the general characteristics and the variety of family life experiences related to the life satisfaction of multicultural families with school-aged children. Data were drawn from the first wave of the Korean Children and Youth Panel Survey conducted in 2010 and developed by the National Youth Policy Institute. Further, the sample for this study consisted of 95 multicultural families who met the requirements. The data were analyzed by descriptive statistics, the t -test, analysis of variance, and multiple regression using SPSS ver. 18.0. The main results showed that family life experiences that were made up of 5 domains, specifically time, leisure, household economy, health, and child education had a broad range of levels. In addition, family life experiences differed according to the general characteristics of multicultural families with school-aged children, such as mother's employment status, number of children, father's employment status and education level, and family composition. Lastly, their life satisfaction was significantly predicted by the father's employment status and health, children's age, children's education, and leisure in the order of significance. These findings suggested the need to expand the social intervention range for multicultural families with school-aged children, particularly in terms of family leisure and children's school life adaptation.

• 한국콘텐츠학회논문지
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• 제22권9호
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• pp.644-656
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• 2022

본 연구에서는 교사가 다문화가정 유아를 지도한 경험에 관심을 둔 연구들을 분석하고 동향과 흐름을 파악하여 다문화 교육에서 미연구된 부분을 찾는데 자료로 제공하고자 한다. 연구대상은 2007년부터 2021년 4월까지 한국연구재단의 등재(후보)지에 게재된 논문으로 총 49편을 선정하였다. 분석결과, 2007년 이후 다문화 가정 유아를 지도한 교사에 관한 연구는 꾸준히 나타났고, 유아교육과 보육 관련 학술지에서 많이 다루어졌다. 연구방법에서 양적연구와 질적연구 방법이 비슷한 수준에서 사용되었고, 연구대상은 교사가 77.6%를 차지하여 가장 많았다. 마지막으로 연구내용은 교사 관련 특성이 2015년 이후 주목받고 있었으며, 연구주제로는 철학, 발달 범주가 높은 비중으로 특히 철학의 다문화 인식 및 다문화 교육 인식에 관한 연구가 꾸준히 되고 있었다. 본 연구의 결과는 다문화가정 유아를 지도하는 교사의 영향의 중요성을 강조하고, 다문화가정 유아를 위한 다양한 연구대상의 확대, 향후 연구주제의 탐색을 위한 자료를 제시하고 있다.

• 산업진흥연구
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• 제5권1호
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• pp.63-72
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• 2020

본 연구는 다문화가정 아동이 성장과정에서 필요한 심리적 적응에 집단미술치료가 필요하다고 보며, 집단미술치료를 연구하여 그 효과를 논의하고자 한다. 연구 결과는 다음과 같다. 첫째, 다문화가정 아동은 미술작업경험과 연구자와의 상호작용을 통해 점차 자유롭게 자신을 표현할 수 있었으며, 자신의 감정과 생각 그리고 내면의 욕구를 미술적 표현을 통해 객관화하고 수용 및 해소하는 경험을 하였다. 둘째, 다문화가정 아동은 능동적인 자기표현, 자발성, 정서표현을 촉진하는 비구조적인 집단미술치료 환경가운데 자신에 대해 새롭게 인식할 수 있었으며, 점차 능동적인 태도 즉, 자발성을 회복하는 경험을 하였다. 셋째, 다문화가정 아동은 집단미술치료 경험의 과정에서 긍정적인 자아개념을 키울 수 있었다. 결론적으로 집단미술치료 프로그램을 적용하여 미술치료가 갖고 있는 고유의 독특한 측면들을 통해 다문화가정 아동의 심리적 적응에 어려움을 경험하고 있는 아동에게 서로 언어만으로는 할 수 없었던 방식으로 이야기를 나누는 장을 마련해 줄 수 있다.

• 아동학회지
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• 제33권3호
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• pp.177-197
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• 2012

The purpose of this study is to discuss current problems and the directionality of multicultural education by examining the perceptions of teachers regarding the implementation of multicultural education and the actual practice of it within early childhood classroom. The study participants included a total of 7 teachers and 41 young children (3 children from multicultural families). Data were gathered by in-depth interviews with 7 teachers and non-participant observations in two classrooms. The results of our examination of teachers' perceptions of multicultural education were as follows. It is addressed only when there are children from multicultural families present in the classroom. Furthermore, it is only addressed in terms of specific life themes, and it requires external supporting instruction and resources because it is difficult to implement multicultural education by most teachers. The current practice of multicultural education is being addressed through an assimilative approach. It was also clear that teachers respond ambivalently to the issue of cultural particularity in children from multicultural families and use an individualized educational approach situated within the cultural deficit model. etc. Based on these results, the implications and limitations were also discussed.

• 대한가정학회지
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• 제49권7호
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• pp.25-37
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• 2011

The purpose of this study was to examine the influence of daycare teachers' demographic variables and multicultural variables upon their perception of multicultural families. Daycare teachers' multicultural variables consist of their multicultural family-related education, their perception of single-races and multi-races persons, their acceptance of familial diversity, their cultural capability and the efficacy of multicultural teaching. In conclusion, the study findings show that the multicultural variables seem to have an influence upon teachers' perception of multicultural families. Since the teachers' perception of the multicultural family is important for the shaping of relations between teachers and children from multicultural families and between teachers and females of transnational marriage, the importance of teachers' perceptions of multicultural related variables must be recognized. Therefore, it seems to be necessary to help children from multicultural families improve their adaptability to daycare facilities and for females of transnational marriage to form mutual, cooperative relations with teachers.

• 예술인문사회 융합 멀티미디어 논문지
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• 제6권3호
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• pp.191-202
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• 2016

사회적 거리감(social distance)은 사회집단에 대한 태도를 측정할 수 있는 개념으로서 취약층의 사회행동 연구에 유용하다. 일반 아동들이 보이는 사회적 거리감이 두드러질수록 다문화가정자녀들의 자신감과 사회적 유능성이 저해될 수 있다. 이에 본 연구는 다문화가정자녀에 대한 일반아동들의 사회적 거리감에 영향을 미치는 요인을 다문화접촉경험, 긍정적 정서와 인지로 본 고정관념, 단일민족의 식을 중심으로 고찰하여 일반아동의 사회적 거리감에 관한 경험적 근거를 제시하고자 하였다. 주요결과는 첫째, 다문화접촉경험 중 높은 친밀도, 외국인 이웃의 인종(특히 백인과 흑인), 미디어와 다문화 교육을 받은 경우가 높은 수준의 사회적 거리감과 관련되었다. 둘째, 다문화가정자녀에 대해 긍정적으로 느끼고 인식할수록 사회적 거리감은 낮아졌다. 셋째, 위계적 회귀분석 결과, 다문화가정자녀에 대한 긍정적 정서, 긍정적 인지가 사회적 거리감을 유의하게 낮추는 효과가 나타났고. 친밀도와 다문화 교육은 사회적 거리감을 오히려 높이는 결과를 보였다. 이러한 결과에 근거하여 다문화가정자녀를 대하는 일반아동의 행동에 관한 사회복지실천을 위한 함의를 제시하였다.

• 가정과삶의질연구
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• 제28권6호
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• pp.1-18
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• 2010

The purpose of this study is to develop and verify the effectiveness of a group art therapy program to help children from multicultural families adapt to school life by using Kinetic School Drawing(KSD). The result of this study showed that the group art therapy program of the multicultural family's children may have a positive effect in aiding their school life adaptation. The results showed considerable and statistical outcome in the fore and after drawing inspection of the dynamic KSD. Also, the size of the self-image became bigger and their expressions has been increased. The qualitative analysis also showed a huge change in dynamistic personal relationships due to the relationship with their peers with the same aged and the tutor. This study emphasizes the importance of the group art therapy program to be applied before children are admitted to school because of growing recognition of concern about the maladjustment of rapidly growing multicultural family's children. It is also suggests that the group art therapy program of growing multicultural family's children should be viewed with an ecological point of view.

• 한국컴퓨터정보학회논문지
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• 제24권10호
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• pp.233-242
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• 2019

현재 우리 사회는 전반적으로 출산율이 감소하여 학령인구가 줄어들고 있지만 다문화 학생은 지속적으로 증가하고 있는 사회 현상을 맞이하고 있다. 우리 모두는 포노사피엔스 시대를 함께 살아가야 하는 다문화가족 자녀들에게 효과적인 이중 언어 교수학습법이 이루어져 우리 사회의 구성원으로 자신 있게 살아갈 수 있게 해 주어야 한다. 이를 위해 다문화 가족 자녀들이 언어와 문화의 편견으로부터 자유롭고 소통과 상호작용이 활발하게 이루어질 수 있는 이중 언어 교수학습법이 절실히 요구된다. 본 논문에서는 다문화가족 자녀들의 발달주기, 학령, 한국어 구사 능력에 따라 교수학습법을 다양하게 적용한 맞춤형 이중 언어 교육 방안을 제시한다. 제시된 다문화가정 자녀의 이중 언어 교수학습법은 발도르프 교육원리를 준용한 교수학습법이다.