A Study on Daycare Center Teachers’ Perceptions about Developmental Characteristics and Educational Supports for At-risk Young Children from Multicultural Families

Lee, Sang‐Hee; Lee, Youn-Woo

doi:10.21075/kacsn.2016.18.2.19

thejournalofspecialchildreneducation

2016

DOI: 10.21075/kacsn.2016.18.2.19

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A Study on Daycare Center Teachers’ Perceptions about Developmental Characteristics and Educational Supports for At-risk Young Children from Multicultural Families

Sang‐Hee Lee¹,

Youn-Woo Lee²

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Cited by 2 publications

References 14 publications

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Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

Yun,

Jung,

Choi

et al. 2024

Commun Sci Disord

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Objectives: This survey study investigated the perception of supporters of language development for multicultural families (the supporters) in regards to the pragmatic language difficulties of multicultural children, the importance of intervention, and the demand for an IT-based pragmatic language intervention program. Methods: Among a total of 300 supporters across the country, 159 completed questionnaires, which were used for the analysis. The questionnaire consisted of the respondents’ background information; experience of pragmatic language intervention; perception of pragmatic language difficulties of multicultural children and importance of intervention, and demands of IT-based pragmatic language intervention program. Results: The supporters with 4 years or more of experience reported the children to have greater pragmatic language difficulties compared with those with those with less than 4 years of experience. No statistically significant differences were found in the perceptions of the importance of pragmatic language intervention for multicultural children. The supporters indicated that the most useful IT-based pragmatic language intervention program would be ‘materials offer type’, followed by ‘pragmatic-language-intervention-related parent education type’, and ‘evaluation type’ respectively. Also, the respondents indicated that ‘pragmatic-language-intervention-related parent education type’ would be the most useful for the parents followed by ‘problem solving type’, and ‘learning type’ in the order listed. Conclusion: The supporters were highly aware of the pragmatic language difficulties of multicultural children and the importance of intervention, and the survey results indicated that they needed active support. The results of this study can be used as basic data when a follow-up study is conducted to develop an IT-based pragmatic language intervention program.

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Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

Yun,

Jung,

Choi

et al. 2024

Commun Sci Disord

View full text Add to dashboard Cite

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A Pilot Study to Develop a Teacher Form of the Korean Screening Index for Early Development

Park,

Lee,

Yang

et al. 2023

Korean J Child Stud

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Objectives: To develop items for an early screening index for teachers to screen infants and young children (aged 1-5 years) at risk of disability in kindergartens and daycare centers, this study examined the reliability, validity, and difficulty of items for the standardization study.Methods: Based on literature review and expert advisory meetings, the first version of items related to daycare centers and kindergarten routines was developed. Items were divided into 9 routines for 7 age groups. The second version of items was selected by expert review, and FGI with 28 teachers was conducted to verify the validity of the first version. Data on 395 children collected from 232 teachers were analyzed using SPSS 12.0 to assess the reliability, validity, and difficulty of items.Results: The internal consistency for the second version comprising 349 items was .997, and that for each developmental area was very high ranging between .97 and .98. The final version of the Korean Screening Index for Early Development (K-SIED) for the standardization comprised 376 items with extra items developed by experts. The number of items ranged between 43~57 items for each age group.Conclusion: To develop an early screening index teacher form, 376 items were created for 7 age groups of 1-5-year-olds. The index can be used as a tool for early screening to guide the family for diagnosis and necessary interventions after the nationwide standardization in 2024. Together with the early screening index parent form, the K-SIED teacher form will facilitate early intervention.

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A Study on Daycare Center Teachers’ Perceptions about Developmental Characteristics and Educational Supports for At-risk Young Children from Multicultural Families

Cited by 2 publications

References 14 publications

Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

Analysis of Language Developmental Supporters for Multicultural Family’s Perception and Demand on IT-based Pragmatic Language Intervention

A Pilot Study to Develop a Teacher Form of the Korean Screening Index for Early Development

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