The Early Adjustment for Weeks 1-8 of Korean and Multicultural Children to Preschool Institutions
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This article compares the early adjustment process of full-Korean and multicultural children topreschool institutions and investigates the levels of adjustment of these students week to week. A totalof 29 Korean children and 29 multicultural students attending preschools in Gwangju, Jeonnamprovinces were selected to participate in this research, and their early adjustment was measured eachweek for a total of eight weeks. At the end of eight weeks, a difference in adjustment levels to dailyroutines between Korean and multicultural children was made manifest, and it was apparent from thefirst week that multicultural students struggled with self-perception in comparison to Korean children. Also, through the repetitive daily routines of preschool, both Korean and multicultural childrenovercame struggles in adjusting to prosocial behavioral expectations and working with peers, and theirlevels of adjustment each week were very similar. Accordingly, the routine of preschool must be treatedas the children’s first experience with social life, and an educational support for helping multiculturalchildren adjust to their first stable routine and to overcome struggles with self-perception must be implemented.
Abstract
This article compares the early adjustment process of full-Korean and multicultural children topreschool institutions and investigates the levels of adjustment of these students week to week. A totalof 29 Korean children and 29 multicultural students attending preschools in Gwangju, Jeonnamprovinces were selected to participate in this research, and their early adjustment was measured eachweek for a total of eight weeks. At the end of eight weeks, a difference in adjustment levels to dailyroutines between Korean and multicultural children was made manifest, and it was apparent from thefirst week that multicultural students struggled with self-perception in comparison to Korean children. Also, through the repetitive daily routines of preschool, both Korean and multicultural childrenovercame struggles in adjusting to prosocial behavioral expectations and working with peers, and theirlevels of adjustment each week were very similar. Accordingly, the routine of preschool must be treatedas the children’s first experience with social life, and an educational support for helping multiculturalchildren adjust to their first stable routine and to overcome struggles with self-perception must be implemented.
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