Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school readiness program for Korean preschoolers in the U.S., the current qualitative study explored fourteen Korean caregivers’ beliefs and practices related to school readiness through in-depth interviews. Findings revealed that Korean caregivers’ beliefs related to school readiness included: (1) importance of relationships, (2) emphasis on rules and social manners, (3) early literacy as a foundation for different subject areas, and (4) English as a means for effective communication and adjustment to school. . In terms of practices, Korean caregivers reported (1) use of workbooks and tutoring (2) using naturalistic opportunities for social emotional learning; (3) developing a structured routine, and (4) use of sports and outdoor activities. Implications for culturally responsive, family-centered practice, policies, and research are presented.

中文翻译：

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“我们需要做好准备和调整”：有学龄前儿童的韩国家庭的入学准备信念和实践

韩国人作为美国第七大族裔，在教育研究中的代表性不足。关于韩国​​看护者做法的调查结果好坏参半，这可能是由于多种因素造成的，包括文化以及韩国看护者抚养和教育孩子方式的代际变化。作为一项大型混合方法研究的一部分，该研究考察了美国韩国学龄前儿童入学准备计划的影响，当前的定性研究通过深入访谈探讨了 14 名韩国看护者与入学准备相关的信念和实践。调查结果显示，韩国看护者与入学准备相关的信念包括：(1) 人际关系的重要性，(2) 强调规则和社交礼仪，(3) 早期识字作为不同学科领域的基础，以及 (4) 英语作为与学校进行有效沟通和调整的手段。 。在实践方面，韩国护理人员报告说（1）使用工作簿和辅导（2）利用自然的机会进行社交情感学习； (3) 制定结构化的日常安排，以及 (4) 进行体育和户外活动。提出了对文化响应、以家庭为中心的实践、政策和研究的影响。