한국과 미국 유아교육 문화 충돌과 발견: 유아 교사의 자문화기술적 성찰

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This study explores the reflections of a Korean early childhood teacher, who majored in early childhood education and worked as a kindergarten teacher in South Korea, on moments of cultural divergence encountered during her time studying abroad in the U.S. as a foreigner engaging in various experiences related to young children. As an individual deeply rooted in Korean culture and experienced in early childhood education, the encounter with cultural differences led to moments of examining internalized and habitual assumptions. This process fostered critical questioning, skepticism, and reflection on previously unquestioned norms. Through this journey, the experience prompted a questioning of whether the kind and nurturing behavior expected of teachers in Korean society might sometimes be short-sighted. It also led to the discovery of the importance of providing space for emotional processing and a deeper appreciation of the value of direct interactions with infants. Additionally, it became evident that acts of kindness without prior understanding can lead to discomfort for others, emphasizing the necessity of thoroughly understanding the other person's culture. This experiences and reflections can offer insights into the goals of vertical integration in early childhood education in Korea (such as the unification of care and education, or the continuity of education initiative), as well as the importance of horizontal integration, including multicultural understanding and cultural sensitivity, which are essential for the future of early childhood education in Korea.