본 연구는 유아교육기관 문화적 역량의 개념과 구성요소를 도출하기 위하여 실시되었다. 이를 위해 학계와 현장의 유아교육 전문가 30명을 대상으로 3차에 걸친 델파이 조사를 실시하였다. 연구결과는 다음과 같다. 첫째, 유아교육기관의 문화적 역량이란 유아교육기관 구성원들의 문화적 역량 강화와 제반 지원 체제 구축을 통해, 다문화적 상황에 적절히 대처할 수 있는 능력을 갖추는 것을 의미한다. 둘째, 유아교육기관 문화적 역량의 구성요소로 유아교육기관의 운영관리, 인적 자원 개발 및 관리, 문화적 역량 강화 교육과정, 다양한 문화적 집단을 위한 지원, 가정 및 지역사회와의 연계의 5개 영역에서 16개의 구성요소가 도출되었다. 우리나라의 다문화 상황과 유아교육분야의 특수성을 반영한 본 연구의 결과를 바탕으로 논의하였으며, 후속연구를 위한 구체적인 방향을 제시하였다.
This study strives to find a path to the meaning and the components of cultural competency for Korean Early Childhood institutions. Thirty early childhood professionals, including teachers, directors, and professors, who, while remaining anonymous to each other, participated in the Delphi method of gathering data and reasoning separately but together to arrive at a consensus regarding the nature of cultural competency and the requirements for its successful implementation in early childhood institutions. In this study, data were collected, read, reread and commented upon by the participants three times. After each time, participants, in viewing the answers given by others, changed or revised their individual answers to arrive at a more comprehensive consensus. The consensual findings of the study are summarized here. First, to accept a concept of cultural competency for an early childhood institution means that the institution must first be able to accept, recognize and embrace multicultural environments through strengthening its members’ cultural competency levels, and constructing support systems. Second, the participants came to agree on five main cultural competency integrative areas: 1) management of early childhood institutions, 2) development of human resources and of management, 3) cultural competency curriculum, 4) construction of support systems for working with diverse populations, 5) building partnership with parents and community. Sixteen components of these areas are discussed in the article in the context of the current multicultural environment in the field of early childhood education. These findings provide a framework for conceptualizing and developing cultural competency in early childhood institutions.
This study strives to find a path to the meaning and the components of cultural competency for Korean Early Childhood institutions. Thirty early childhood professionals, including teachers, directors, and professors, who, while remaining anonymous to each other, participated in the Delphi method of gathering data and reasoning separately but together to arrive at a consensus regarding the nature of cultural competency and the requirements for its successful implementation in early childhood institutions. In this study, data were collected, read, reread and commented upon by the participants three times. After each time, participants, in viewing the answers given by others, changed or revised their individual answers to arrive at a more comprehensive consensus. The consensual findings of the study are summarized here. First, to accept a concept of cultural competency for an early childhood institution means that the institution must first be able to accept, recognize and embrace multicultural environments through strengthening its members’ cultural competency levels, and constructing support systems. Second, the participants came to agree on five main cultural competency integrative areas: 1) management of early childhood institutions, 2) development of human resources and of management, 3) cultural competency curriculum, 4) construction of support systems for working with diverse populations, 5) building partnership with parents and community. Sixteen components of these areas are discussed in the article in the context of the current multicultural environment in the field of early childhood education. These findings provide a framework for conceptualizing and developing cultural competency in early childhood institutions.
