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The purpose of this study was to investigate the characteristics and educational significance of class management through early childhood multicultural education classes on learner participation. To this end, 24 students in the 1st and 2nd grades of early childhood education at A University were given multicultural education classes for 14 weeks, and data such as journals, free-technical impressions, and photos of active works were collected and analyzed. The research results are as follows. First, the characteristics of the operation of multicultural education classes for young children centered on learner participation were found to be 'checking prior knowledge through a conceptual diagram of culture', 'recognizing multiculturalism in our lives by writing journal and watching videos', 'experiencing multicultural education for young children through play and activities', and 'expanding knowledge about multicultural education through field trips and special lectures by experts'. Second, the meaning of the learner-centered early childhood multicultural education class was ‘changing thoughts while approaching multiculturalism centered on me', ’proactively reorganizing and filling in knowledge for early childhood multicultural education’, and 'having an opportunity to think and pledge about multicultural education for young children as future early childhood teachers'. This is meaningful in that it presented practical basic data for the operation of multicultural education classes for young children in which students participate.
Oh et al. (Wed,) studied this question.
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