Guang-Lea Lee

Understanding Immigrated Korean Children's Educational Needs.

Abstract When teachers are knowledgeable about Korean culture, they can more effectively meet the needs of newly immigrated children and help them adjust to, and succeed at, school and life in the U. S.

Working with Parents—Cultural and Linguistic Considerations

Rationale for Cultural Considerations To educate an increasingly diverse student population, educators should look toward parents, families, and communities for help in fostering school success ( 0 s te rl i ng , Vio I a nd Sa nc hex, and vonVacano 1999). Overall, children seem to do better academically when parents take an active role in children’s education (USDE 1996). Although all parents deserve educators explain the school’s goals, make them feel welcome and valued, and involve them in their children’s education.

Re-emphasizing Character Education in Early Childhood Programs: Korean Children's Experiences

Character education efforts are influenced by the cultures in which they are implemented. This article describes the character education provided to children in Korea, both in school and at home. The author explores how the Korean early childhood education system strives to ensure positive character development among children. These discussions are especially relevant in todays education context, which is often dominated by competitive, data-driven standardized examinations that can have detrimental effects on character-building among children and youth. The focus on character education is set as a counterbalance to the materialistic and selfish tendencies that greatly define “academic success” in todays world. It warrants a shift in education goals in order to promote caring, pride in ones cultural heritage, and respect for cultural differences, as well as to cultivate cooperation.