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Korean J Child Stud > Volume 40(5); 2019 > Article
Korean Journal of Child Studies 2019;40(5): 43-54.
doi: https://doi.org/10.5723/kjcs.2019.40.5.43
다문화가정 유아의 학교준비도에 대한 어머니의 취학신념, 아버지의 양육참여, 어머니-교사 협력의 영향
난진홍1 , 김유정2 , 안선희3
1경희대학교 아동가족학과 석사
2경희대학교 교육대학원 유아교육전공 시간강사
3경희대학교 아동가족학과 교수
The Influence of Maternal Beliefs About Starting School, Paternal Parenting Participation, and Mother-Teacher Partnerships on School Readiness of Children in Multicultural Families
Jin Hong Nan1 , Yoo Jung Kim2 , Sun Hee Ahn3
1M.A., Department of Child & Family Studies, Kyung Hee University, Seoul, Korea
2Lecturer, Major in Early Childhood Education, Graduate School of Education, Kyung Hee University, Seoul, Korea
3Professor, Department of Child & Family Studies, Kyung Hee University, Seoul, Korea
Correspondence :  Sun Hee Ahn ,Email: shahn@khu.ac.kr
Received: August 20, 2019  Revised: October 6, 2019   Accepted: October 16, 2019
Abstract
Objectives:
This study aimed to explore the variables predicting school readiness in young children from multicultural families in terms of immigrant mothers’ beliefs about their children starting school, South Korean fathers’ parenting participation, and mother-teacher partnerships.
Methods:
The participants were 116 mother-child pairs from the 25 preschools in Seoul, Gyeonggi, and South Chungcheong provinces where multicultural families are concentrated.
Results:
Some background variables, such as children’s gender, duration of attending preschool, and mothers’ Korean language ability, were associated with the children’s school readiness. Mothers’ beliefs about their children starting school, fathers’ parenting participation, and mother-teacher partnerships had a significant effect on school readiness significantly.
Conclusion:
Over and above these findings, the authors emphasize the importance of parents’ and teachers’ individual roles, as well as the interactions between them, in improving multicultural children’s school readiness.
Key Words: multicultural family, school readiness, belief about starting school, paternal parenting participation, mother-teacher partnership
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