최근의 많은 연구들이 다문화적 교육이나 프로그램을 강조하고 있는 경향을 고려하여 본 연구는 첫째, 다문화적 시각에서 민주시민교육의 개념을 명확히 하고 세부적인 구성 요소를 밝히며, 둘째, 교사의 민주 시민교육에 대한 인식도를 파악하고, 셋째, 다문화적 접근에 기초한 민주 시민 교육 과정 설계의 범주를 제시하고자 했다. 이를 위해 문헌 조사 및 전국 4개 지역의 유치원 교사를 대상으로 질문지 조사와 면담을 실시하였으며 수집된 자료는 연구 문제에 따라 통계 처리하거나 내용 분석하였다. 연구 결과는 다문화적 접근에 기초한 민주 시민 교육의 개념화, 내용 선정 및 조직, 교실 활동의 원리, 교사 역할 및 환경 구성으로 분류 제시하였다.

The purpose of this study was to analyze contents, methods, and teachers` perceptions of early childhood citizenship education in a multicultural perspective. The subjects for the study were : (1) 60 teachers and 416 in-service program trainees for pre-survey and; (2)15 teachers and 363 in-service program trainess throughout the nation for survey by questionnaire. The instruments of the study were literature analysis, interviews and questionnaires developed with applied Q technique. The data obtained from the questionnaires were analyzed by use of the SAS program. Teacher responses indicated vague general conceptions about citizenship education. Also, teachers generally responded that citizenship education is very important and it means basic life habits, such as "manners and habits for etiquette," "orderliness and queuing," and "control of emotions and desire". However, multicultural approaches were not emphasized or practiced in their classrooms. The study determined the feasibility of multicultural education as a method of citizenship education, and tried to a conceptualization of the citizenship education in a multicultural perspective by drawing on : (1) selection and organization of contents; (2) principles of the classroom activities; and (3) teacher`s role and learning environment. Through exploring and honoring diversity, young children come to extend their understanding of human nature. A multicultural approach can be-a strong resource for citizenship education.