영유아의 그림, 글자, 숫자 표상 능력에 관한 연구 (Young Children's Representational Systems : Drawings, Letters and Numerals)

서지정보

· 발행기관 : 한국영유아교원교육학회
· 수록지 정보 : 유아교육학논집 / 13권 / 4호 / 367 ~ 386페이지
· 저자명 : 방승희, 최현정, 김지영

초록

본 연구는 만 1세~4세 영유아들에게 나타나는 그림, 글자, 숫자 표상에 대한 인식 및 발달 정도와 관계를 알아보고자 하였다. 연구 대상은 서울시 소재 어린이집 원아 75명이며 연구 도구는 영유아의 그림, 글자, 숫자 표상 인식 능력을 알아보기 위해 S-M(sample-matching) 과제와 영유아가 만들어내는 그림, 글자, 숫자 표상 능력 발달을 알아보기 위해 P(production) 과제가 사용되었다. 연구 결과 영유아의 연령이 높아질수록 그림, 글자, 숫자 표상 인식과 표상 발달 능력이 높아짐을 알 수 있었다. 또한 그림, 글자, 숫자 표상 인식과 발달 능력은 성에 따라 차이를 보이지 않았으며 영유아의 그림, 글자, 숫자의 표상 인식과 표상 발달 간에는 각각 양의 상관관계가 있음을 알 수 있었다.

영어초록

This study aims to understand how young children 1-4 years old recognize and develop representational systems such as drawing, and letter and number writing.
We conducted the study on 75 young children at nurseries in Seoul, where we gave them two different tasks: a sample-matching (S-M) task to probe into their recognition of the three different systems, and a production (P) task to see how they develop the representational systems. We needed to investigate three things: How much do they recognize drawing, and letter and number writing?; How much are their representational systems developed?; how correlated are their recognition of the representational systems and development of the representational systems? To analyze the results of the sample-matching task, the young children who chose the same card as shown by a teacher among seven ones were given 1 point while those who chose a different card from the sample one or none were given 0. Points given to drawings, letters and numerals were added up to quantify between 0 and 3. To evaluate the results of the production task, the coding program used by Kyoko Yamagatin 2007 was employed under which drawings were given 1 through 5 points while letter and number writings were given 1 through 8 points. One-way ANOVA and independent T test were conducted on gathered data to understand recognition of the three different representational systems and graphics using SPSS 12.0, while Pearson correlation was undertaken to see relations between level of recognition of the representational systems and graphics. The study revealed five findings: first, the older they are, the more they are capable of recognizing the three different representational systems; second, gender does not determine the recognition ability; third, the older they are, the more they are capable of developing the representational systems; fourth, development of the recognition systems is not determined by gender; and fifth, there is a highly positive correlation between children’s representational systems and development of the systems.

참고자료

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