«воспитание нового поколения в эпоху глобального преобразования: вызовы и перспективы»

Interpretation based on
Quantitative
Qualitative results
Figure 2.
The overview of the explanatory research design
4. Data sources, evidence, objects, or materials
As Figure 4 shows, the participants included early childhood educators in different early childhood 
school settings and professional fields in Korea; 1) 20 teachers 2) 8 master teachers and 4 professionals. All 
participants are asked to complete a survey questionnaire, including questions on demographic information. 
Figure 4.
The overview of the participants

---

20 •
1 APRIL 2022
•
ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
• 21
5. Results and/or substantiated conclusions or warrants for arguments/point of view
Findings from the results showed reliability and validity of the intervention program developed in this 
study. The Mean of the Cronbach alpha values that was equal to or greater than .84 indicates that the items 
or instruments measuring variables were reliable (Fraenkel & Wallen, 2006). 
First, the validity tests of the entire intervention program model were implemented by three dif-ferent 
ways: the quantitative data analysis from the surveys, qualitative data analysis from telephone interviews, 
and qualitative data analysis form pilot tests (interventional fidelity). As a result, an inte-grated intervention 
program model and twelve intervention activity plans were developed in this study. 
Second, the early childhood teachers’ perceptions of intervention activities presented by the va-
lidity tests shows that the teachers were experiencing many difficulties in planning and implement-ing 
intervention programs due to low understanding and lack of information about at-risk children from 
multicultural families. In addition, for the practical uses of intervention, the teachers recognized that it is 
important to develop appropriate intervention programs and educational supports for the children at-risk. 
Finally, based on the results from the procedures of verifying the content validity of this interven-
tion programs, this study suggested specific ways to activate the intervention activities in relation to the 
characteristics of the effective intervention program model composition suggested by the partici-pants in 
the study. For instances, the participants in this study explained that the effective integrated intervention 
program is characterized as friendly subjects to the target children and the application of both groups 
and individualized activities regarding the children’s different developmental levels and risk factors of 
developmental delay and disabilities. In addition, IEP goals linked to educational goals were constructed 
to enable individualized activities as well as large groups according to the child’s disability risk factors and 
developmental levels. A total of 12 educational activity plans were com-posed in order to effectively achieve 
educational goals and IEP goals related to each session’s activity topic.