Early Childhood Education and Care Challenges for Muslim Immigrant Families in South Korea

Abstract

This qualitative research focused on exploring Muslim immigrant parents’ early childhood education and care (ECEC) experiences, including the challenges they face before, during, and after they enroll their children in childcare settings. For the purpose, semi-structured interviews were conducted with 5 Muslim immigrant families including both parents. Using inductive thematic analysis, 5 themes were identified: pursuing ECEC, considerations while selecting the ECEC setting, experiences with ECEC settings, value of ECEC, and religious dilemmas and discrepancies. Results are as follows. First, the first theme was identified as pursuing ECEC which focused on difficulties in the process of deciding the proper type of institution. Second, the theme is related to the consideration in selecting the appropriate ECEC setting for their children. Third, the theme is about the experiences while using ECEC services, indicating the difficulties in communication and interaction between parents and teachers. Fourth, the theme was identified as relating to the value of ECEC including positive and negative aspects. The specific contents were classified into the beneficial factors to the child, negative effects, and the parent participation. The fifth them was about cultural and religious dilemmas and discrepancies which parents experienced while using the ECEC services. Based on the results, implications were discussed for future research related to the provision of appropriate early childhood and care service for the Muslim families and their children. Recommendations were also suggested to practitioners who are associated to the multicultural education including teachers, administrators, and educators to support children with diverse religious and cultural background.