The purpose of this study was to acquire in-depth understanding regarding teachers’ experiences with North Koreandefectors’ young children during their initial settlement period at Pyeonghwa Kindergarten. The participants of thisstudy included 2 kindergarten teachers and 15 North Korean defectors' young children along with 3 local classmates. Qualitative data was collected via interviews and in-class observations. The study results show that (1) teachers witnessedthat North Korean defectors’ young children came from diverse backgrounds and struggled with emotional insecuritywhile local classmates were being excluded by them, (2) teachers had difficulties to communicate and make a consensuswith their parents while teachers’ efforts to communicate were being paid off gradually, and (3) teachers felt thatkindergarten education was de-prioritized administratively to elementary education, and many programs were cancelleddue to lack of understanding of in-charge staff.
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