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本研究關注幼兒教保服務人員對不同族群的族群接觸態度，以及對不同族群身分背景幼兒的多元文化教學素養。本研究的目的在於瞭解幼兒教保服務人員之族群接觸假說思考、族群偏見刻板印象、群際互動焦慮、不同族群團體接觸與多元文化教學素養之關聯性。研究者運用問卷調查法並自編「族群接觸與多元文化教學態度問卷」，涵蓋族群接觸假說思考、族群偏見與刻板印象、群際互動焦慮、不同族群團體接觸、多元文化教學素養等構面，使用結構方程模式檢定問卷樣本資料與假設因素構面的模型適配程度，並檢定研究假設的路徑係數和統計顯著性。統計分析結果指出，理論假設模型的測量模式與結構模式之評估結果，符合結構方程模式要求且具有合理品質。本研究發現幼兒教保服務人員對族群接觸假說思考態度呈正向，且對於族群接觸假說思考、族群偏見刻板印象、群際互動焦慮之間的影響關係亦呈顯著效應，意即幼兒教保服務人員對外來族群持正向看法且較無偏見或刻板印象時，更能積極看待不同族群的團體互動之良善發展。幼兒教保服務人員喜歡與外來族群接觸並建立友好關係，將更有意願在課堂裡實施多元文化教育活動，並可為外來族群幼兒提供公平的教育機會與適性之教學品質。 During childhood, individuals undergo physical, mental, and cognitive development. Given that society is becoming increasingly diverse and complex, incorporating the ethnic contact hypothesis can improve the quality of multicultural instructional models for preschool educators. Connecting with cultural facts that showcase diverse ethnic identities can foster empathy and open-mindedness among young children. By implementing multicultural instructional practices, children can improve their self-efficacy and develop a greater appreciation for multiculturalism. This will enable them to better comprehend and address issues of discrimination, alienation, and inequality in their learning environment. Incorporating the ethnic contact hypothesis into instructional practices can promote positive intergroup relationships among preschool educators and young children and their peers, and this hypothesis is a culturally responsive teaching model. This study investigated the perceptions of preschool educators teaching children from different ethnic backgrounds regarding the ethnic contact hypothesis, multicultural pedagogical literacy, and instructional practices. This study explored how the ethnic contact hypothesis was incorporated into instructional practices and attitudes toward multicultural pedagogical and learning issues among preschool educators. The research can contribute to improving multicultural pedagogical literacy and teaching practices among preschool educators by using a multicultural curriculum and instructional activities to ensure higher engagement among young children. A questionnaire survey was used to collect data on preschool educators’ perceptions of the ethnic contact hypothesis, ethnic biases and stereotypes, anxiety of intergroup interaction, and multicultural pedagogical literacy. Structural equation modeling was used to test the model fit between the sample data, hypothetical factors, and influence paths. The structural model of the questionnaire was of reasonable quality. The results indicated that preschool educators had positive attitudes toward the ethnic contact hypothesis. Significant correlations were observed among the ethnic contact hypothesis, ethnic bias and stereotypes, and anxiety of intergroup interaction. Preschool educators had positive perceptions toward different ethnic groups, were less biased, and preferred constructing positive relationships among students from different ethnic groups. Preschool educators wanted to contact and establish friendly relationships between students from different ethnic groups. Preschool educators were willing to implement a multicultural curriculum and provided equal educational opportunities and appropriate instructional activities to young children from different ethnic groups. This research critiques and contemplates perceptions of preschool educators and young children regarding learning through the ethnic contact hypothesis and reconstructs prevailing social prejudices and stereotypes toward marginalized or foreign groups in various social and cultural contexts. Preschool educators should employ the reflective practices of ideological criticism and construct multicultural curricula according to the principles of the ethnic contact hypothesis and dialogical interaction. We will enhance and uncover the learning environment for cultural awareness and self-directed learning. Preschool educators who encounter young children and parents with different ethnic backgrounds should strive to overcome preconceived notions based on stereotypes and societal prejudices and instead seek to gain a deeper understanding of the physical and mental development of young children. Preschool educators should adopt a professional perspective in early childhood education and when providing care services and consider the perspectives of parents and primary caregivers who are invested in the growth of the children. Preschool educators should also design and implement curricula that fosters the learning and development process of each child through frequent and equal multicontact theory as the basis for planning appropriate instructional activities and individualized learning counseling strategies. Preschool educators should reflect on the prejudices and stereotypes of their own and of other ethnic cultures when interacting with children and parents with different ethnic backgrounds and when planning curricula and designing activities. Facilitating multicultural education reduces social inequality formed by mainstream social culture. We should support preschool educators by providing multicultural learning resources that facilitate equal educational opportunities to children from different ethnic groups. Preschool educators should provide learning content that different ethnic viewpoints and social perspectives. Preschool educators frequently present similarities between cultures through instructional activities and learning content. Preschool educators should encourage young children to engage with content related to diverse ethnic groups to discover how groups integrate with and contradict each other. To improve the equitable treatment mindset of preschool educators and young children toward ethnic diversity and social inclusion, we propose that they can learn how to embrace differences with tolerance and cultivate empathy to promote social integration. Preschool educators should encourage young children to read picture books and other content related to diverse ethnic groups. Doing so can positively affect understanding and appreciation of diverse ethnic groups among young children and reduce the prevalence of negative biases and stereotypes within mainstream society. Young children of diverse ethnic backgrounds form friendships with each other. Preschool educators should create opportunities for young children from diverse ethnic backgrounds to interact with each other through actual participation. Preschool educators should provide opportunities for young children to develop positive interpersonal relationships with their peers through social interaction and to enthusiastically promote friendships. On the basis of the theoretical model developed in this study, we can further explore the active criticism and reflective attitudes of preschool educators regarding the cultural subjectivity among children and their initiative in promoting multicultural teaching activities. Enhancing multicultural instructional literacy and promoting professional cognition and reflection on the role of sustainable development in multicultural teaching are required. Preschool educators create various social networks and learning environments to cater to different ethnic cultures, promoting positive interactions between them. We should focus on strengthening cultural acceptance and diversity among preschool educators and young children. In a multicultural classroom setting, preschool educators should be aware of and be empathetic toward the diverse cultural backgrounds of both the children and themselves. They should strive to create an environment where children from different ethnic backgrounds feel respected, accepted, and valued, which in turn promotes equal interactions and fosters their social integration during the learning process. This can be achieved by incorporating culturally relevant activities, materials, and values into the curriculum. |
