Early childhood education for children from North Korean families: South Korean educators and cultural competence

Abstract

Many North Korean refugees have come to South Korea in recent years, a phenomenon that has resulted in an increasing number of young children, whose families have a different social and cultural background to children whose families have always lived in South Korea, into the education system. Research suggests that educators in mainstream schools are not always ready to embrace this group of children; South Korean early childhood educators especially have challenges engaging with children from North Korean families and their parents. In response to these phenomena, this study looks at the experience of early childhood educators through the lens of cultural competence.

Fifteen educators, who currently work in seven pre-schools in areas of high density of North Korean residents in South Korea, participated in this research. Qualitative semi-structured interviews were employed to investigate teachers’ and directors’ experiences with young children from North Korean families and their parents through open-ended and in-depth questions. This research explores how educators have become aware of North Korean families, how knowledgeable they are about them, what kind of attitudes they have towards them, and how skilful they are in engaging with children from North Korean families and their parents.

Applying the lens of cultural competence in these four ways, the early childhood educators were found to have adequate competence in a number of respects. The educators show knowledge in terms of the North Korean parenting style and its influence on children, family background influences on children, and cultural differences. Most participants have respectful attitudes towards children from North Korean families and their parents. They also show teaching skills when they work with these children and communication skills in interacting with their parents. However, a few educators demonstrated ongoing prejudice against North Koreans, these children and/or their families. Nevertheless, most educators demonstrated knowledge in terms of existing policy related to children from North Korean families and their families, and an awareness of the support needs of children from North Korean families, parents and schools. Recommendations are made for the application of cultural competence approaches in government policy, in teacher training and for more culturally competent practice in schools.

Date of Award	Dec 2019
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Laura Lundy (Supervisor)