언어 구성 요소를 적용한 만 5세 문해 교육프로그램 효과 연구 (A Study of the Construction and Effects of a Literacy Education Program for Five Year Old Children with the Application of Linguistic Components)

서지정보

· 발행기관 : 한국영유아교원교육학회
· 수록지 정보 : 유아교육학논집 / 17권 / 1호 / 225 ~ 255페이지
· 저자명 : 박성희, 박찬옥

초록

본 연구는 언어 구성 요소를 적용한 만 5세 문해 교육 프로그램의 적용 효과를 알아 보기 위해서 진행되었다. 연구대상은 부산시 주택가에 위치한 S어린이집의 만 5세 유아 40명이며, 16주 동안 총 40회의 활동을 실시하였다. 효과를 검증하기 위해서 언어 지식, 읽기와 이야기 이해하기, 쓰기와 이야기 구성하기, 문해 효능감의 사전, 사후 수준을 측정하고 SPSS 프로그램을 이용하여 t검증으로 통계 처리하였다. 연구결과, 만 5세 문해 교육 프로그램은 실험집단과 비교집단 간의 언어 지식, 이야기 이해하기, 쓰기, 이야기 구성하기, 문해 효능감의 수준에 통계적으로 유의한 차이를 보였다. 반면 읽기 수준은 양 집단 간 유의한 차이가 나타나지 않았다.

영어초록

The purpose of this study is to construct a literacy education program for five-year-old children with the application of linguistic components and examine its effects on young children’s literacy. The research questions set up in this study are as follows. What are the effects of the literacy education program for five-year-old children with the application of linguistic components? In order to examine the effects of the literacy program for five year old children with the application of linguistic components, I applied the program for 16 weeks with 40 children (20 in the experimental group and 20 in the comparative group). Before and after the application of the program, a pre-test and post‐tests were carried out by means of linguistic knowledge, reading and semantic understanding levels, writing and semantic composition levels, and a literacy efficacy tool; the statistical processing was done with t‐test using the SPSS program. The results of this study are as follow. First, there were statistically significant differences in the total scores of morphological, semantic, and pragmatic knowledge of language at the level of P<.05. Second, there were statistically significant differences in story understanding at the level of P<.05, but not in reading ability. Third, there were statistically significant differences in writing ability at the level of P<.05, and in story composition at the level of P<.01. Fourth, there were statistically significant differences in literacy efficacy at the level of P<.01. In conclusion, we have learned that the literacy education program for five-year-old children with the application of linguistic components has a positive influence on increasing young children’s linguistic knowledge, levels of reading and story understanding, levels of writing and story composition, and literacy efficacy.

참고자료

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