• 제목/요약/키워드: 아동의 언어능력

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문장 따라말하기에서 말속도, 발화길이 및 통사적 복잡성에 따른 말더듬 아동과 일반아동의 비유창성 비교 (The influences of speech rate, utterance length and sentence complexity of disfluency in preschool children who stutter and children who do not stutter)

  • 김예슬;심현섭
    • 말소리와 음성과학
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    • 제13권1호
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    • pp.53-64
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    • 2021
  • 요구용량 모델에 의하면 말더듬 아동의 비유창성은 외적, 내적 환경에 영향을 받아 나타나는 것으로 알려져 있다. 본 연구의 목적은 외적 환경 중 언어적인 환경(말속도, 발화길이 및 통사적 복잡성)의 변화에 따른 말더듬 아동과 일반아동의 비유창성 차이를 비교 분석하려고 한다. 연구대상은 4-6세 말더듬 아동 9명, 일반아동 9명이었다. 연구 과제로 문장 따라말하기 과제를 실시하여 말더듬 아동과 일반 아동의 비유창성 빈도를 구하였다. 두 그룹의 비유창성 차이를 분석한 결과, 발화길이를 조절했을 때 평균 말속도에서 말더듬 아동은 발화길이와 상관없이 일반 아동보다 비유창성이 더 많이 나타났다. 말속도를 조절 때 말더듬 아동은 빠른 말속도에서 일반아동보다 많은 비유창성을 보였다. 그리고 말속도와 발화길이를 조절했을 시 빠른 말속도에서 말더듬 아동은 발화길이와 상관없이 일반아동보다 높은 비유창성을 보였다. 통사적 복잡성을 조절했을 때는 복문에서 말더듬 아동이 일반아동보다 더 많은 비유창성을 보였다. 말더듬 아동은 말속도, 발화길이 그리고 통사적 복잡성에 따라 비유창성에 영향을 받는 것으로 나타났다. 이는 말더듬 아동은 말운동 조절 그리고 언어처리 능력이 일반아동보다 취약한 것으로 보인다. 따라서 임상에서 말더듬 아동 치료 시 치료사와 부모가 말속도와 발화길이를 아동의 수준에 맞춰 진행하는 것이 중요한 것으로 확인되었다.

어머니의 양육태도, 언어통제유형과 학령전기 아동의 사회적 능력 간의 관계 (The Relationship Between Mother's Child-Rearing Attitude, Language Control Styles, and Preschool Child's Social Competence)

  • 박성희
    • Child Health Nursing Research
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    • 제22권2호
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    • pp.97-106
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    • 2016
  • Purpose: The purpose of this study was to identify the relationship between mother child-rearing attitude, language control styles and preschool child's social competence, and also, to provide a basis for development of a program to promote preschool child's social competence. Methods: The present study was a descriptive research. Participants in this study were a convenience sample of 300 preschool children and their mothers. For the final analysis 264 questionnaires were used after eliminating questionnaires with incomplete responses. Data were analyzed using the SPSS 18.0 program. Results: The mean score for mother's child-rearing attitude was $3.31{\pm}0.25$ out of 5 points, for hierarchical language control styles ($2.76{\pm}0.62$), commanding ($1.95{\pm}0.58$), and humanistic ($2.48{\pm}0.62$) out of 5 points, and for child's social competence, $3.50{\pm}0.34$ out of 5 points. Negative correlations were found between commanding language control styles and child's social competence (r=-.34, p<.001), and between commanding language control style and mother's child-rearing attitude (r=-.50, p<.001). Conclusion: The results demonstrate the importance of the quality of mother's child-rearing attitude and language control styles for child's social competence. It is suggested that promotion programs to enhance preschool child's social competence should be developed in conjunction with the parenting related environment.

다문화가정 유아의 언어능력과 유아-어머니간 놀이상호작용 - 동남아시아 결혼이민자가정을 중심으로 - (Multi-cultural Children's Language Abilities and Play-Interactions with Their Mothers)

  • 송요현;현온강
    • 아동학회지
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    • 제31권2호
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    • pp.35-52
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    • 2010
  • The purpose of this study is to examine the factors that are associated with a child's development within a multi-cultural family, taking into account the factors that influence the child's language ability and their play interactions with their mothers. First, there was no significant difference in the children's language ability based on the child's gender, or based on the language in which the mother communicated with her children. However there were significant differences depending on the children's age, the mother's native country, and the period of time the mother had lived in Korea. Second, there was no significant difference in the child-mother play interaction based on the children's age, gender, the mother's native country, the period of time the mother has lived in Korea, or the language in which the mother communicated with her children. However, the boys showed a more hostile attitude toward their mothers, in comparison to the girls. In conclusion, it can be said that there is an urgent need for comprehensive social support services and policies for the overall development of multi-cultural children, especially through programs for children and mothers.

그림책 읽기에서 유아와 어머니의 언어적 상호작용 전략과 유아의 이야기 구성능력 (Mother-Child Interaction in Storybook Reading and Children's Narrative Competence)

  • 한유진;유안진
    • 아동학회지
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    • 제22권1호
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    • pp.147-162
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    • 2001
  • This study examined the relation between mother-child verbal interaction strategies and children's narrative competence. Forty-eight 4-year-old middle class children(25 girls and 23 boys) and their mothers were observed in their homes. All the children were asked to produce a new story. Mothers used more descriptive statements and questions, more inferential questions and more evaluative questions than children. Children gave more answers and used more negative feedback than mothers. Mother's use of high-mental demanded question and positive feedback strategies were positively correlated with children's level of narrative structure. Mothers' use of inferential and evaluative questions were positively correlated with narrative length. Children's use of high-mental demanded statements and positive feedback strategies were positively correlated with their level of narrative structure and their use of descriptive and high-mental demanded strategies were positively correlated with narrative length.

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유아의 창의적 군집유형에 따른 언어능력, 인지능력 및 또래관계에서의 차이 (Preschoolers' Language Ability, Cognitive Ability, and Peer Relationships by Creative Thinking Group)

  • 김성희;김미영;김경은
    • 아동학회지
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    • 제37권3호
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    • pp.135-146
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    • 2016
  • Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, ${\chi}^2$ distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the subfactors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: "divergent creative with openness," "non-creative," "divergent creative," and "multiple creative." Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships.

이중 언어 경험과 선택적주의능력의 관계 (Relationship Between Bilingualism and Selective Attentional Ability in Young Children)

  • 이혜련;이귀옥
    • 아동학회지
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    • 제27권4호
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    • pp.55-64
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    • 2006
  • The purpose of this study was to investigate the effects of bilingualism on children's selective attentional ability by comparing Korean-Chinese bilingual with Chinese monolinguals in China. The subjects were 71 children, 4 and 5 years of age, 38 of whom were bilingual while 33 were monolingual. Bilingual children spoke Korean at home but Chinese in the community and at preschool. The instrument used to measure children's selective attentional ability was DCCST (Dimensional Change Card Sorting Task) and ANT (Attentional Network Test). Results showed that bilingual children were more advanced than monolingual in selective attentional ability.

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책읽기 활동에서의 어머니의 언어적 상호작용 형태와 유아의 읽기 능력 (Mothers' Reading with Their Children: Maternal Verbal Interaction Style and Children's Reading Ability)

  • 장영숙
    • 아동학회지
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    • 제21권3호
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    • pp.119-131
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    • 2000
  • Three levels(high, medium, low) of maternal language were used to examine the ways in which mothers interact with their children while reading together. Eighty pairs of mothers and their children were observed in their homes. Findings were that mothers made increased use of high level language with increase in children's age and IQ. Mothers' use of high level language was greater for 6-year-olds than for 5-year-olds and use of low level language was greater for 5-year-olds than for 6-year-olds. The more educated mothers used a higher level of language while less educated mothers used a lower level of language. Mothers' use of low level language predicted lower reading ability in children.

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부모-유아 상호작용, 또래상호작용, 교사-유아 상호작용이 유아의 사회적 유능감과 언어 및 문해 능력에 미치는 영향 (Social Competence, Language and Literacy Ability of Kindergartners: The Affects of Parent-Child Interaction, Peer Interaction and Teacher-Child Interaction)

  • 백지숙;권은주
    • 한국보육학회지
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    • 제17권2호
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    • pp.99-114
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    • 2017
  • 본 연구는 부모-유아 상호작용, 또래상호작용, 교사-유아 상호작용이 유아의 사회적 유능감과 언어 및 문해능력에 미치는 영향을 살피는 것에 있다. 연구대상은 한국아동패널 7차년도 데이터의 1203명 이였다. '사회적 유능감 검사도구', 'SECCYD', 'HEQ', 'PIPPS', '교사-유아 상호작용 검사도구' 들을 통해 연구자료를 수집하였고 수집된 자료는 Pearson 적률상관과 단계적 중다회귀분석을 통해 검증하였다. 연구결과, 유아의 사회적 유능감과 부모-유아 상호작용, 또래상호작용, 교사-유아 상호작용 간에 정적상관이 있는 것으로 밝혀졌다. 전체 인지능력을 가장 강력하게 예측한 변인은 자기조절로 나타났고 이어서 언어능력이 추가적 예측변인으로 밝혀졌다. 또한 언어 및 문해능력과 또래상호작용, 교사-유아 상호작용 간에 정적상관이 있는 것으로 밝혀졌다. 사회적 유능감을 가장 강력하게 예측하는 변인으로는 부모-유아 상호작용이 나타났으며 또래상호작용이 추가적인 예측력이 있는 것으로 나타났다. 언어 및 문해능력을 가장 강력하게 예측하는 예측변인으로는 또래상호작용이 나타났으며 교사-아동상호작용이 추가적인 예측변인으로 나타났다.

구성주의 접근의 요리 활동에 기초한 동시활동이 유아의 언어능력에 미치는 효과 (Enhancing Young Children's Language by Poetry Activities Related to Constructivist Cooking Experiences)

  • 김선영;박미라
    • 아동학회지
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    • 제30권2호
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    • pp.29-42
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    • 2009
  • In an experiment to determine the relative effectiveness of poetry activities through constructivist cooking experiences 95 children in three kindergarten classes were assigned to experimental, comparative, and control groups. The experimental group participated in 12-week units of writing poetry after cooking experiences, while the comparative group participated in writing poetry after listening to poetry. Analysis of covariance revealed differences between the mean scores of the three groups on posttests of receptive and expressive language, indicating that the children in the experimental group performed better on the tests than the children in the comparative and control groups. These results suggest that incorporating constructivist cooking into poetry instruction is an effective means of fostering the language development of young children.

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다문화가정 초등학생의 읽기, 쓰기와 인지처리능력 연구 (A study on reading and writing and congnitive processing from multicultural in elementary)

  • 박순길;조증열;김은희
    • 예술인문사회 융합 멀티미디어 논문지
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    • 제5권2호
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    • pp.157-165
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    • 2015
  • 본 연구는 다문화가정 아동의 문식성을 알아보고 문식성에 영향을 주는 인지-언어적 변인이 무엇인지 밝히고자 하는 목적이 있다. 연구대상은 전라남도에 거주하는 초등 저학년 46명, 초등 고학년 39명, 전체 85명이다. 다문화가정 어머니의 한국 거주기간은 4~16년이고, 국적은 필리핀, 일본, 중국, 베트남, 캄보디아, 태국, 우즈베키스탄, 스리랑카이다. 본 연구의 결과는 다음과 같다. 첫째, 다문화가정 아동의 읽기, 쓰기, 인지-언어적 변인들은 학년이 높을수록 수행능력이 높았다. 둘째, 다문화가정 아동의 읽기 예언변인이 시지각 하위변인인 시각형태항상성으로 나타난 것은 읽기의 선행조건에서 세부특징이 중요하다는 것을 의미한다. 따라서 다문화가정 아동의 읽기는 친숙한 단어보다는 세부특징에 대한 단서를 잘 아는 것이 중요하다고 할 수 있다. 한글을 처음 배우는 단계에서 통글자 위주의 지도보다는 자음과 모음의 특징을 인식시키는 훈련이 먼저 필요함을 시사한다.