• 아동학회지
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• 제23권4호
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• pp.153-169
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• 2002

This study examined the effects of the Anti-Bias Curriculum(Literature Approach) on children's recognition and attitudes toward handicapped persons. The subjects were 54 non-handicapped 4-year-old kindergarten children. They were assigned to an experimental or a control group, with 27 children in each group. Instruments for the pre- and post-tests were the Survey of Child's Recognition of Handicapped Persons and the Child's Attitudes Toward Handicapped Persons Scale, respectively. The Anti-Bias program(Literature Approach) was developed and applied to the experimental group for 6 weeks. In the experimental group, differences were found between the pre- and post-test scores in recognition and attitudes toward handicapped persons.

• 아동학회지
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• 제29권4호
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• pp.147-166
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• 2008

This study investigated perceptions of early childhood teachers about children of Female International Marriage Migrants(FIMM) and their classroom conditions. Data was collected from 117 teachers of kindergartens and day care centers in Jeonnam Province using a 28-item inventory composed of classroom conditions and perceptions of teachers about the children of FIMM. Results showed that over 70% of teachers' students were children of FIMM. Children's traits included poor language skills, confusion of identity, and socio-emotional problems due to passive interaction with peers. Programs specifically for FIMM and their children are rare. Teachers considered difficulties teaching children of FIMM are due to lack of economic support, hardship of managing multicultural curriculum, restrictions in application of that curriculum, and institutional inertia.

• 수산해양교육연구
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• 제26권3호
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• pp.474-484
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• 2014

The purpose of this study was to study literature research on the possibility of education for social justice. First, the principle and rule of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize freedom, democracy, equality of opportunity, and economic growth, and has to be student-centered, collaborative, experienced, knowledged, and practical. Second, the curriculum of education for social justice were unfolded on the basis of contents that education for social justice has to emphasize skills for reading the world and skills for activism, and has to emphasize human rights, democracy, and reservation. And third, the teacher education for social justice were unfolded on the basis of contents that education for social justice has to emphasize care, justice, critique, anti-bias education, critical pedagogy, multicultural education.