통합어린이집 장애전담교사와 유아교사의 긍정적 행동지원에 대한 인식과 실행 실태 및 지원요구

최지혜 ( Ji Hye Choi ),조윤경 ( Youn Kyung Cho ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1

Problem behavior is the one of the difficulties in inclusive settings teachers experienced. To help this, positive behavior support(PBS) method has been suggested. PBS has for its aim to help individual to change his or her life styles, and to make individual and related persons to improve their quality of lives. This study was intended to investigate the recognition, present implementation status, and support needs of teachers (both teachers of early childhood education and teachers of early childhood special education) in inclusive settings, and to suggest the concrete supporting guidelines for effective implementation of PBS in inclusive child care and education center. This study made up surveys for early childhood education teachers and early childhood special education teachers in inclusive settings. 150 responses(80 early childhood education special teachers and 70 early childhood education teachers) were analyzed statistically. SPSS WIN 12.0 program was used to analyze the data, and content analysis in open-ended question. The results of the study were as followed: First, with the recognition on positive behavior support of early childhood education teachers and early childhood special education teacher, two group showed up to the mean 3 except one item, the high recognition relatively. But early childhood special education teachers showed the higher recognition than early childhood education teachers. Second, with the present implementation status of positive behavior support, teachers have mostly used the PBS 6 months before, and told the main effect of PBS was reducing rates of problem behaviors. And early childhood special education teachers used the higher PBS strategies than early childhood education teachers. Effective method of PBS was behavior modification technique in part of early childhood special education teachers, advice and demand of cooperation in part of early childhood education teachers. Third, with the support needs of positive behavior support, early childhood special education teachers wanted to receive the PBS implementation practices, but early childhood education teachers wished to get the PBS related theory as in-service training. To implement the effective PBS in the inclusive child care and education center, two different level of in-service training should be enforced, based on the each needs.

기후변화교육에 관한 유아교사의 인식과 유아교육기관에서의 실천과 노력

이세화,김은혜 한국교원대학교 유아교육연구소 2024 한국유아교육연구 Vol.26 No.1

본 연구는 유아교사의 기후변화교육에 대한 인식과 유아교육기관에서의 실천과 노력을 살펴보는 데 목적이 있다 이를 위하여 유아교사 6명과 개별 또는 집단으로 심층 면담을 진행하였다 면담 내용은 녹음하여 전사하였으며 질적연구의 분석 과정을 거쳐 분석하였다. 연구 결과는 다음과 같다. 첫째, 유아교사들은 다양한 경로를 통해 기후 위기가 우리 삶에 가까이 오고 있음을 느끼고 기후변화교육이 다음 세대를위해 꼭 필요한 교육임을 인식하고 있었으나, 기후변화교육이 다소 모호하고 막막하다고 생각하고 있었다. 둘째, 유아교사들은 유아교육기관에서 일상생활 속에서 올바른 습관과 태도가 형성되도록 기후변화교육을하고 있었으며, 자연 속에서 자연과 교감하며, 가정과 지역사회와 연계하여 기후변화교육을 실천하고 있었다. 셋째, 유아교사는 유아의 놀이와 연계하여 기후변화교육을 실행하는 것과 학부모, 기관장과의 인식의 차이로인한 어려움을 겪고 있었으며, 이를 지원하기 위한 다양한 사회적, 물리적, 행정적 지원과 노력이 필요함을제기하였다. 이러한 결과는 유아교육현장에서 기후변화교육의 실천과 유아교사의 전문성 향상을 위한 기초자료로 유용하게 활용될 수 있을 것으로 생각한다. Early childhood teacheThe purpose of this study is to examine early childhood teachers' perceptions of climate change education and their practices and efforts in early childhood education institutions. To this end, in-depth interviews were held individually or collectively with six early childhood teachers. The interview was recorded and transcribed, and analyzed through a qualitative research analysis process. The results of the study are as follows. First, early childhood teachers felt that the climate crisis was approaching our lives through various channels and recognized that climate change education was a necessary education for the next generation, but thought that climate change education was somewhat ambiguous and vague. Second, early childhood teachers were providing climate change education so that basic habits could be formed in their daily lives at early childhood education institutions, communicating with nature in nature, and practicing climate change education in connection with families and communities. Third, it was raised that early childhood teachers are having difficulties due to differences in perception between parents and institutional heads and need various social, physical, and administrative support and efforts to support them. These results can be useful as basic data for implementing climate change education and improving the expertise of early childhood teachers in early childhood education sites.rs' perceptions of climate change education and practice and effort in early childhood education institution

영유아교사의 유아예술교육에 대한 인식 및 요구 분석

김민정(Min-Jung, Kim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.5

본 연구는 영유아교사의 유아예술교육에 대한 인식 및 요구를 탐구하는데 목적이 있다. 수도권 지역의 영유아교사 234명을 대상으로 구글 온라인 설문지와 오프라인 설문지를 배부하여 2019년 9월 16일부터 10월 18일까지 자료를 수집하였다. 영유아교사의 배경변인에 따른 유아예술교육에 대한 인식과 요구를 SPSS 21.0 통계 프로그램을 사용하여 빈도, 백분율, χ2검증을 통해 분석했다. 본 연구의 연구결과 첫째, 영유아교사의 유아예술교육에 대한 인식을 살펴보면, 유아예술교육의 ‘개념 인식’은 학력, 경력, 근무지, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라, 유아예술교육의 ‘중요도 인식’은 연령, 학력, 연수경험, 예술에 대한 관심도에 따라, 유아예술교육의 ‘필요도 인식’은 연령, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라 유의미한 차이를 나타냈다. 따라서, ‘유아예술교육 연수경험’과 ‘예술에 대한 관심도’는 영유아교사의 유아예술교육의 개념, 중요성, 필요성 인식과 관계가 있음을 알 수 있다. 둘째, 영유아교사의 유아예술교육에 대한 교사교육 요구를 살펴보면, ‘교사교육 참여’는 연령, 담당아동연령, 연수경험, 예술에 대한 관심도에 따라, ‘교사교육 내용’은 경력에 따라, ‘교사교육 지원방안’은 영유아 교육기관유형에 따라 유의미한 차이를 나타냈다. The purpose of this study is to explore the perceptions and demands of early childhood art education for early childhood teachers. Data were collected from September 16 to October 18, 2019 by distributing Google online and offline questionnaires to 234 early childhood teachers in the metropolitan area. The perception and demand for early childhood art education according to the background variables of early childhood teachers were analyzed through frequency, percentage, and χ2 verification using the SPSS 21.0 statistical program. Results of this study First, looking at the perception of early childhood art education of early childhood teachers, the ‘concept recognition’ of early childhood art education is based on education, career, work place, age of the child in charge, training experience, and interest in art. ‘Recognition of importance’ of education showed a significant difference according to age, academic background, training experience, and interest in art, while ‘recognition of necessity’ of early childhood art education showed a significant difference according to age, age of the child in charge, training experience, and interest in art. Therefore, it can be seen that the ‘early arts education training experience’ and ‘the degree of interest in art’ are related to the concept, importance, and necessity of early childhood art education. Second, looking at the teacher education needs for early childhood art education, ‘teacher education participation’ depends on age, child age in charge, training experience, interest in art, ‘teacher education content’ according to career, and ‘teacher education support plan’ showed significant differences according to the type of children s educational institution.

유아특수교사의 심리적 소진과 회복탄력성에 관한 연구

구효진,오인지,임화성 한국유아특수교육학회 2017 유아특수교육연구 Vol.17 No.1

The purpose of this study is to find out the difference of burn-out and resilience of early childhood special education teachers according to their job and personal variables. 218 participants were involved for this study and the research results are as follows; First, in relation to the job of the special education teachers for early childhood, the task of office and administrative related showed higher than the task of teaching and learning development and evaluation in burn-out, but showed lower in resilience. Second, in relation to the age of the special education teachers for early childhood, Teachers in 20s showed higher than those of 40s in burn-out, but showed lower in resilience. Third, in relation to the career of special education teachers for early childhood, teachers who had a lot of career experience showed lower in burn-out, but showed higher in resilience, in relation to the type of work institution of special education teachers for early childhood, teachers working at day care center for childhood showed higher in burn-out, and showed lower in resilience than teachers working in special school, in marriage of special education teachers for early childhood, the unmarried teachers showed higher burn-out than the married teachers. Fourth, in relation to the age of the infants in charge of the special education teachers for early childhood, the special education teachers of 3-year-old infants showed higher in resilience than the special education teachers of 4-year-old infants. Finally, in the correlation of the sub-factors related between the burn-out and the resilience of special education teachers for early childhood, negative correlation was found. Therefore, the necessity of future qualitative research to investigate specific risk factors and protective factors affecting burn-out and resilience according to various variables of the special education teachers for early childhood was suggested. 본 연구는 유아특수교사의 직무 및 개인 변인에 따른 심리적소진과 회복탄력성의 분석을 목적으로 218명의 유아특수교사들을 대상으로 실시되었다. 이에 따른 연구결과는 다음과 같다. 첫째, 유아특수교사 직무와 관련해서는 사무 및 행정관련 업무가 교수학습 개발 및 평가 업무보다 심리적 소진이 높았으며 회복탄력성은 낮게 나타났다. 둘째, 유아특수교사의 연령과 관련해서는 20대 유아특수교사가 40대 이상 유아특수교사보다 심리적소진이 높았으며 회복탄력성은 낮게 났으며, 유아특수교사 경력과 관련해서는 경력이 많은 교사가 심리적 소진이 낮았으며 회복탄력성은 높은 것으로 나타났다. 셋째, 유아특수교사의 근무 기관 유형과 관련해서는 어린이집에서 근무하는 유아특수교사가 특수학교에서 근무하는 유아특수교사보다 높은 심리적 소진과 낮은 회복탄력성이 나타났으며, 유아특수교사의 결혼 여부에서는 미혼자가 기혼자보다 높은 심리적 소진을 나타냈다. 넷째, 유아특수교사의 담당 유아의 연령과 관련해서는 만3세반 유아특수교사가 만4세반 유아특수교사 보다 회복탄력성이 높게 나타났다. 다섯째. 유아특수교사의 심리적 소진과 회복탄력성 관련 하위요인들의 상관관계는 부적 상관관계가 있는 것으로 나타났다. 따라서 본 연구를 기초로 향후 유아특수교사의 심리적 소진은 직무, 연령, 경력, 기관 유형, 결혼 여부에 따라 차이가 나타났으며 회복탄력성과 관련해서는 직무, 연령, 경력, 기관 유형, 담당 유아의 연령에서 차이가 있는 것으로 나타났다. 따라서 향후 유아특수교사의 다양한 변인에 따른 심리적소진과 회복탄력성에 영향을 미치는 구체적인 위험요인과 보호요인을 알아보기 위한 질적 연구의 필요성이 제시되었다.

사전교육의 필요성에 대한 유아교사들의 인식: 충북권 유아환경교육관 사례를 중심으로

김경철,김영식,은연아,진다희 한국환경교육학회 2020 環境 敎育 Vol.33 No.2

Focused on the case of the early childhood environment education center in Chungbuk, we would like to find out early childhood teachers' perception on the necessity of pre-education. Through this, the purpose is to explore the necessity and direction of pre-education. It conducted interviews with 16 early childhood teachers who had visited the early childhood environment education center in Chungbuk and conducted pre-education for early childhood. The results obtained from the analysis of the interview are as follows: First, pre-education is necessary to fully understand the contents and to induce interest. Second, pre-education is made by adding various efforts of teachers. Third, environmental education after pre-education can raise concern for both teachers and early childhood. Thus, the conclusions of this study are as follows: First, through the case of the early childhood environmental education center in Chungbuk, pre-education needs to be applied not as an option but as a necessity. Second, in order to apply environment education to early childhood, teachers are required to make various attempts such as informing early childhood of prior knowledge or paying attention to the surrounding environment and animals. Third, it is expected that the addition of the experience of pre-education and the actual experience of the early childhood environmental education center in Chungbuk will be more effective in changing not only early childhood but also adults' environmental knowledge, skills, attitudes toward the environment. 충북권 유아환경교육관 사례를 중심으로 사전교육의 필요성에 대한 교사들의 인식을 알아보고자 한다. 이를 통해 사전교육의 필요성과 방향성을 탐색하는데 목적이 있다. 충북권 유아환경교육관 방문한 경험이 있고, 유아를 대상으로 사전교육을 실시한 교사 16명에게 면담을 실시하였다. 면담의 분석을 통해 얻은 결과는 다음과 같다. 첫째, 충분한 내용 이해, 흥미 유발을 위해 사전교육은 필요하다. 둘째, 사전교육은 유아교사의 다양한 노력이 가미되어 만들어진다. 셋째, 사전교육 후 환경 교육은 유아교사와 유아 모두의 관심을 높일 수 있다. 이에 본 연구의 결론은 다음과 같다. 첫째, 충북권 유아환경교육관 사례를 통해 사전교육은 선택이 아니라 필수적으로 적용할 필요가 있다. 둘째, 유아에게 환경교육을 적용하기 위해 멸종위기동물, 환경에 대해 유아교사는 유아에게 사전 지식을 알리거나, 주변 환경과 동물에 관심을 갖는 등의 교사의 다각적 시도가 요구된다. 셋째, 궁극적으로는 사전교육의 경험과 실제 충북권 유아환경교육관 경험이 더해지면 더욱 효과적으로 유아뿐만 아니라, 성인의 환경적 지식 습득, 환경을 위한 기술, 환경을 대하는 태도를 변화시킬 수 있는 가능성이 있으리라 기대한다.

유아교사에서 유아특수교사로 ‘되어감’의 과정에 관한 내러티브 탐구

진민정,조현근 한국유아특수교육학회 2024 유아특수교육연구 Vol.24 No.1

본 연구는 유아교사가 유아특수교사로의 전환을 통해 어떠한 경험을 하면서 유아특수교사가 되어가는지 그 과정을 심층적으로 알아보고자 하였다. 이를 위해 10년 이상의 유아교사 중 특수교육대학원에서 유아특수교사 자격을 취득하여 유아특수교사로 전환한 4인을 대상으로 개별 심층 면담을 통해 자료를 수집하였다. 수집된 자료는 내러티브 탐구절차에 따라 분석하였다. 연구 결과, 유아교사에서 유아특수교사로 되어감의 과정에 관한 이야기는 ‘만남: 전환은 생각지도 못한 만남에서 시작되었다.’, ‘혼란: 전환 첫해는 고군분투의 시간이었다.’, ‘변화: 전문성을 내면화하며 유아특수교사가 되어가다’, ‘바람: 교사다움으로 살아가기를 바라다’로 나타났다. 본 연구는 유아교사에서 유아특수교사로 전환한 교사들의 이야기로 전환을 고민하는 유아교사가 모두를 위한 통합교육을 위해 준비해야 할 것에 대한 안내가 될 것이며, 교사 양성과정에서 유아교사로 유아특수교육을 선택한 개인들을 이해하고 도울 방안을 모색하는 데 도움이 될 것이다. The purpose of this study was to gain an in-depth understanding of the process of what early childhood education teachers experience through their transition to becoming early childhood special education teachers. For this purpose, data were collected through individual in-depth interviews with four early childhood teachers with more than 10 years of experience who had acquired qualifications as early childhood special education teachers from a graduate school of special education and converted to early childhood special education teachers. The collected data were analyzed according to narrative inquiry procedures. As a result of the study, the story plot about the process of becoming an early childhood special education teacher from an early childhood education teacher was derived as follows. ‘Meeting: The transformation began with an unexpected meeting.’, ‘Chaos: The first year of transition was a struggle.’, ‘Change: Internalizing expertise and becoming an early childhood special education teacher.’, ‘Wish: I hope to live a teacher-like life.’ This study tells the stories of teachers who converted from early childhood education teachers to early childhood special education teachers, and will provide guidance on what early childhood education teachers who are considering a career change should prepare for inclusive education for all. In addition, it will be helpful in understanding and finding ways to help individuals who choose early childhood special education as early childhood teachers during the teacher training process.

유아특수교사와 유아교사의 놀이지원 역량 차이 탐색과 영향을 미치는 변인 분석

박소영,백종남 한국특수교육학회 2021 특수교육학연구 Vol.56 No.3

The purpose of this study was to analyze of the differences in play support competency of early childhood special education teachers and early childhood teachers and to determine what variables affect these differences if they are indeed present. The study involved a total of 239 participants including 124 early childhood special education teachers and 115 early childhood education teachers. The results of the study are as follows. First, there was no significant difference in the play support competency of early childhood special education teachers and early childhood teachers in all areas of curriculum operation, learning support, recording and evaluation, professional development, and relationship formation. Second, there was an interaction effect according to the subject of kindergarten establishment and the type of kindergarten establishment when it comes to play support competency of special education teachers and early childhood teachers. There was no difference between national, public, private, and corporate play support competency in the areas of curriculum operation, professional development, and relationship formation. However, national and public early childhood teachers had higher play support competency than private early childhood teachers. Third, there was an interaction effect according to the type of kindergarten on the play support competency of special education teachers and early childhood teachers. In the area of curriculum operation, early childhood special education teachers at public independent kindergarten had higher play support competency than early childhood special education teachers at elementary school annexed kindergartens. However, early childhood education teachers at elementary school annexed kindergartens had higher play support competency than early childhood education teachers at public independent kindergartens. In the future, we propse using this basic data in the pre-service training and in-service training of teachers to strengthen the play support competency of early childhood special education teachers and early childhood teachers. 이 연구는 유아특수교사와 유아교사의 놀이지원 역량에 차이가 있는지 알아보고, 이 차이와 상호작용 효과가 있는 변인이 무엇인지 알아보았다. 연구 참여자는 유아특수교사 124명, 유아교사 115명의 총 239명이고, 연구 도구는 2019 개정 누리과정에 기초하여 개발한 『유아특수교사․유아교사의 놀이지원 역량 측정 도구』를 사용하였다. 연구의 결과는 다음과 같다. 첫째, 유아특수교사와 유아교사의 놀이지원 역량은 교육과정 운영, 배움 지원, 기록과 평가, 전문성 함양, 관계 형성의 모든 영역에서 유의한 차이가 없었다. 둘째, 유아특수교사와 유아교사의 놀이지원 역량에 유치원 설립 주체에 따른 상호작용 효과가 있었다. 유아특수교사는 교육과정 운영, 전문성 함양, 관계 형성의 영역과 전체적으로 국공립과 사립 교사의 놀이지원 역량 차이가 없지만, 유아교사는 국공립 교사가 사립 교사보다 놀이지원 역량이 높았다. 셋째, 유아특수교사와 유아교사의 놀이지원 역량에 유치원 유형에 따른 상호작용 효과가 있었다. 유아특수교사는 교육과정 운영 영역에서 단설유치원 교사가 병설유치원 교사보다 놀이지원 역량이 높지만, 유아교사는 교육과정 운영에서 병설유치원 교사가 단설유치원 교사보다 놀이지원 역량이 높았다. 향후 통합교육을 실시하는 유치원에서 놀이지원 역량을 제고하기 위한 전·현직 교사 교육을 위한 기초 자료로 활용할 것을 제안하였다.

한국과 핀란드의 유아교육제도 및 유아교사 현직교육 비교

오교선,이병환 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.5

The purpose of this study was to derive implications for improvement of in-service education of early childhood teachers in Korea based on the results of the comparison of systems and characteristics of the early childhood education in Korea and Finland and comparison of the in-service education of early childhood teachers of both countries. For that, we collected and analyzed the data obtained from the websites of both countries' competent ministries associated with early childhood education and the latest available related data. The results of this study were as follows: First, it was found that Finland achieved the integration of early childhood education and childcare in 2013 and was operating a stable early childhood education system, unlike Korea that was in the process of integration of early childhood education and childcare. In addition, the in-service education of early childhood teachers in the two countries showed difference in terms of motivation of participation, contents of education, and method of education. Second, integration of early childhood education and childcare was found to be urgent in Korea. The in-service education of early childhood teachers in Korea would need to take new approaches strengthening the motivation for spontaneous participation, research-oriented contents, and learning community-based methods in order to improve the specialization of early childhood teachers, shifting away from passive participation motivation, goal-oriented contents and individual training methods. 본 연구는 한국과 핀란드의 유아교육제도와 특징을 살펴보고, 양국의 유아교사 현직교육을 비교하여 이를 바탕으로한국의 유아교사 현직교육 개선을 위한 시사점을 얻고자 하는데 목적이 있다. 이 연구목적 달성을 위해 양국의 유아교육관련 주무부처 홈페이지와 이와 관련한 최신의 자료를 수집하여 분석하였다. 연구결과 첫째, 유아교육·보육의 일원화를추진하고 있는 한국과 달리 핀란드는 2013년 유아교육·보육의 일원화를 달성하여 안정적인 유아교육 체제를 갖추고있음을 확인할 수 있었다. 또한 양국의 유아교사 현직교육은 참여동기, 교육내용, 교육방법 측면에서 차이가 있었다. 둘째, 한국은 유아교육·보육의 일원화가 시급하며, 한국의 유아교사 현직교육의 나아갈 방향은 유아교사들의 수동적참여 동기, 목적 지향적 내용, 개별 연수 방법에서 벗어나 유아교사들의 전문성 향상을 위한 자율적 참여 동기, 연구지향적 내용, 학습공동체적 방법의 접근이 필요하다.

Early Childhood Teacher’s Perceptions and Needs for Storytelling Mathematics Education

( Lee Kyung-eun ),( Seo Hyun-ah ) 한국유아교육학회 2017 정기학술대회 논문집 Vol.2017 No.1

In order to effectively apply the storytelling mathematics education in early childhood education, it is necessary to understand the teacher’s perceptions and needs. Therefore, this study aims to provide basic data for effective application of storytelling mathematics education by looking at early childhood teacher’s perceptions and needs for storytelling mathematics education. This study was conducted on 239 early childhood teachers in kindergartens and day care centers in Busan and Yangsan. Using the questionnaire developed by Lim, Yeon-Hwa(2016), used the early childhood teacher’s storytelling mathematics education questionnaire developed by researcher. The frequency and percentage were calculated for the questionnaire items using SPSS (Statistical Package for the Social Science) 23.0 program. The results of this study suggest that early childhood storytelling mathematics education is needed for interest and curiosity about mathematics and improve overall thinking ability. In order to activate the early childhood storytelling mathematics education in early childhood education, it was found that the development and dissemination of teaching media, teacher education and training are the most necessary. In order to systematize the early childhood storytelling mathematics education, the development and dissemination of the teaching media should be carried out at the government level, and teacher education and training should be conducted to raise the understanding of early childhood teachers.

다문화적 내용 요소를 반영한 유아수학교육 수업에서예비유아교사가 경험한 다문화교육의 의미 분석

최순덕 중앙대학교 문화콘텐츠기술연구원 2019 다문화콘텐츠연구 Vol.0 No.32

The purpose of this study is to investigate the meanings of multicultural education experienced by pre-service early childhood teachers in early childhood mathematics education lessons reflecting multicultural content elements. The study lasted from August to December, 2018. The participants include 53 pre-service early childhood teachers that were attending a three-year college A in the department of early childhood education in Seoul and taking the 'Mathematics Education for Young Children' course. Two hours of early childhood mathematics education lessons reflecting multicultural content elements were given once a week over 14 weeks, and qualitative analysis was carried out based on various outcomes from lesson activities including a reflective journal. The findings show that pre-service early childhood teachers recognized a bias about the content of multicultural education as they experienced early childhood mathematics education lessons reflecting multicultural content elements. They formed a perspective of planning actual activities for mathematics education in the aspects of collaboration, anti-bias, ego identity, equality, and diversity as well as culture and having to reflect the content of multicultural education on the overall activities of early childhood education. They were also able to realize the importance of lessons that would pursue diversity and quality and acquire specific teaching skills through plans and mock courses for early childhood mathematics education activities reflecting multicultural content elements. In addition, they developed confidence and will to practice integrated multicultural education. These findings hold significance by demonstrating that early childhood mathematics education lessons reflecting multicultural content elements provided pre-service early childhood teachers with experiences of integrating subject expertise into multicultural education and thus made a contribution to the possibilities of practicing more effective multicultural education. 본 연구는 다문화적 내용 요소를 반영한 유아수학교육 수업을 통하여 예비유아교사가 경험한 다문화교육의 의미를 탐색하는 것을 목적으로 한다. 연구는 2018년 8월부터 12월까지 수행되었고, 연구 참여자는 서울에 소재한 3년제 A대학교 유아교육과 학생으로 ‘유아수학교육’ 과목을 수강하는 예비유아교사 53명이다. 다문화적 내용 요소를 반영한 유아수학교육 수업은 주 1회 2시간씩 14주 동안 진행되었고, 반성적 저널을 비롯한 다양한 수업 활동 결과물들을 바탕으로 질적 분석을 하였다. 연구결과, 예비유아교사들은 다문화적 내용 요소를 반영한 유아수학교육 수업을 경험하면서 다문화교육내용에 대한 편견을 인식하며 문화뿐만 아니라 협력, 반편견, 자아정체성, 평등성, 다양성 등의 관점에서 수학교육활동의 실제를 계획하고 유아교육활동 전반에 다문화교육 내용을 반영해야 한다는 관점이 형성되었다. 또한 다문화적 내용 요소를 반영한 유아수학교육활동 계획안 작성과 모의수업을 통하여 다양성과 평등성을 추구하는 수업진행의 중요성을 인식하고, 구체적인 수업 기술을 습득할 수 있었다. 아울러 통합적인 다문화교육에 대한 자신감과 실천 의지를 형성하게 되었다. 이러한 결과는 다문화적 내용 요소를 반영한 유아수학교육 수업이 예비유아교사들에게 다문화교육과 교과 전문성과의 통합 경험을 제공함으로써 보다 효과적인 다문화교육의 실천 가능성에 기여했다는 점에서 의의가 있다.