지역사회중심 체험프로그램이 언어교육학습 지도에 미치는 영향: 유아언어 및 의사소통 중심으로 (Community-based Experience Programim impact on Language Education Learning Instruction: Focusing on early childhood language and communication)

서지정보

· 발행기관 : 부산대학교 과학교육연구소
· 수록지 정보 : 교사교육연구 / 52권 / 3호 / 621 ~ 638페이지
· 저자명 : 김양호

초록

본 연구는 공공기관 업무를 제재로 하여 언어능력과 의사소통능력 개발에 중점을 둔 지역사회중심 체험프로그램을 유아들에게 적용하여 그 효과를 검증하였다. 본 연구는 전남 동부 지역 A 유치원 만 5세반 유아 실험집단(17명)과 통제집단(17명)을 연구대상으로 삼았다. 지역사회중심 체험활동의 집중적 프로그램은 2주 동안 주 4회에 걸쳐 실험집단에게 실시되었으며, 통제집단은 8주 동안 주 1회에 걸쳐 동일한 제재를 이용하여 분산적 형태의 수업을 진행하였다. 전체집단은 사전검사, 실험처치, 사후검사의 점수를 통계적으로 비교하여 수업의 효과를 검증하였다. 본 연구의 검증결과를 정리하면 다음과 같다. 첫째, 집단유형(실험집단, 통제집단)과 측정시기(사전, 중간, 사후)에 따라 언어능력 점수에서 통계적으로 의미 있는 차이가 나타나는가를 알아보기 위하여 개체 내 효과와 개체 간 효과검증을 하였다. 그에 따라 측정시기의 효과에서도 유의하고, 측정시기와 집단 간의 상호작용도 유의하게 나타났다. 또한 언어능력의 효과에서 사전-중간-사후의 측정시기에서 유의미한 차가 있었고, 측정시기와 집단 간 상호작용도 유의하게 나타났다. 둘째, 의사소통능력에 대한 다변량 분석을 실시한 결과, 사전-중간-사후 측정시기 간 효과 및 측정시기와 집단유형 간의 상호작용에 대한 결과에서 통계적으로 유의한 차가 없었다. 이에 집단유형(실험집단, 통제집단)과 측정시기(사전, 중간, 사후)에 따라 의사소통능력 점수에서 개체 내, 개체 간 효과검증을 하기 위해 반복측정을 통해 구형성 검사를 실시하였는데, p=.002로 구형성 가정을 만족하지 못해 개체 내 효과와 개체 간 효과검증을 하였다. 그에 따라 개체 내의 측정시기 효과와 측정시기와 집단 간의 교호효과는 측정시기의 효과에서도 유의하지 않았고, 측정시기와 집단 간의 상호작용도 유의하지 않게 나타났다. 이와 같은 결과는 단기간의 실험 효과를 알아본데 따른 것으로 추측되지만, 실험집단과 통제집단 각각의 사전-중간-사후 점수 변화에서 나타나듯이 의사소통능력이 통제집단은 감소한 반면 실험집단은 증가세를 유지하고 있는 것을 알 수 있다. 결국 집중적 지역사회중심 체험 프로그램이 유아 언어교육에서도 유용한 교수방법이며, 공공기관 업무관련 활동을 통해 과제를 수행하면서 자신의 요구를 요청하고 타인의 안내를 경청하며 언어와 의사소통 수단을 이용한 이해와 문제해결과정을 거치면서, 유아의 언어능력 및 의사소통능력에 긍정적 효과를 얻은 것으로 볼 수 있다.

영어초록

This study was conducted with an aim to verify the effect of community-centered experiential programs that focus on the development of linguistic and communication skills in children by providing similar experiences as working at a public institution. The subjects of this study were 5-year-old children attending “Kindergarten A” located in the eastern Jeollanam-do, and they were divided into an experimental group (17 children) and a control group (17 children). The community-centered experiential program was provided to the experimental group four times a week over the course of two weeks, whereas the control group was taught the same material in a dispersive class setting once a week for a four-week period. Then, the effects of the classes were verified based on a statistical comparison of the preliminary test, experimental treatments and follow-up test. A summary of the verification results is as follows. First, an effectiveness verification of the intra- and inter-individual variations was carried out to examine whether there were statistical differences in the linguistic skill scores according to group type (experimental and control groups) and measurement period (pre-, interim and post-program). The results showed that the measurement period had a significant effect on the scores with a significant reciprocal action between the measurement periods and group types, and significant differences were observed among the pre-, interim and post-program scores with a significant reciprocal action between the measurement periods and group types. Second, a multi-variable analysis of the children’s communication skills showed neither a statically significant effect of measurement period (pre-, interim and post-program) nor a significant reciprocal action between the measurement periods and group types. Accordingly, a sphericity test was conducted by taking repeated measurements to verify the intra- and inter-individual variations in the communication skill scores caused by the group type (experimental and control) and measurement period (pre-, interim, and post-program), but the result was p=.002 and did not satisfy the sphericity assumption. Thus, an effectiveness verification of intra- and inter-individual variations was conducted. The verification results showed that the effect of measurement period on the intra-individual variations and the alternating effect between the measurement period and group type were not significant in terms of either the effectiveness of the measurement period or the reciprocal action between the measurement period and group type. These results are speculated to have arisen because the effectiveness was examined after a short experimental period. However, as shown in the changes in the pre-, interim and post-program scores of the experimental and control groups, the level of communication skills of children in the control group became reduced, whereas that of the experimental group continued to increase. This shows that a concentrated, community-centered experiential program isa useful teaching method in child language education by allowing children to perform activities that are similar to that of public institutions, and in the process, voice their own requests while listening to the guidelines of others, gain a better understanding and engage in problem-solving processes through communication and use of language, all of which exert a positive effect on the development of linguistic and communication skills. concentrated, community-centered experiential programs on the linguistic and communication skills of children and confirmed the utility of the community-centered and concentrated teaching methods, which had not previously been dealt with in the field of early childhood education. The practical significance of this study is that it contributed to the development of a language education model that can improve the linguistic skills and psychological and social adaptation ability of children.

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