The Impact on Multicultural Education of Early Childhood Teachers’ Multicultural Acceptance: Focus on the mediated effect of human rights awareness

Objectives The purpose of this study was to examine the impact on multicultural education of early childhood teachers’ multicultural acceptance focusing on the mediated effect of human rights awareness. Methods The survey was conducted on three hundred sixteen undergraduates from Early Childhood Education in Seoul and Gyeonggi-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson’s Ratio Analysis was applied. Additionally, the third state of mediating effect analysis from Baron and Kenny (1986) was implemented to examine the mediated effect of human rights awareness from the effect of multicultural acceptance on multicultural education. Results First, there was significant positive relationship between multicultura acceptance, multicultural education, and human rights awareness; moreover, there was correlation between their subfactors. Second, as a result of analyzing the mediated Leffect of human rights awareness in the effect of multicultural acceptance on the multicultural education and its subfactors, there was a complete mediated effect on multicultural awareness and multicultural technology among the subfactors of overall multicultural education competency and multicultural education competency, but there was a partial mediated effect on multicultural knowledge. Conclusions It would be used as basic data for expanding awareness of early childhood coding education for pre-child teachers and developing early childhood curriculum for theoretical learning.