• 대한가정학회지
• /
• 제34권3호
• /
• pp.305-325
• /
• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 아동학회지
• /
• 제34권1호
• /
• pp.1-20
• /
• 2013

This study examined the emergent literacy development of children and the effects of the home literacy environment on it. 861 pairs each-consisting of a mother and a child aged from three to six years old were asked to complete the early literacy parent questionnaire (Boudreau, 2005) and the home literacy environment questionnaire (Park & Kim, 2008). The results showed that : (1) girls achieved higher scores than boys in emergent literacy and its subcategories. (2) there were age differences in all of the subcategories of emergent literacy except the categories of 'orientation toward literacy' and 'phonological awareness'. (3) The study revealed that 'reading books' in the home literacy environment was the most contributive variable in predicting emergent literacy after controlling the age and gender followed by 'literacy learning'

• 아동학회지
• /
• 제29권4호
• /
• pp.199-212
• /
• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• 한국보육지원학회지
• /
• 제11권5호
• /
• pp.55-72
• /
• 2015

본 연구는 어린이집 교사들의 생태소양인식과 행복감의 관계를 살펴보기 위해 실시되었다. 경기인천 지역 어린이집 교사 125명을 대상으로 생태소양과 행복감에 대한 설문지 조사를 실시하였다. 결과처리를 위해 F검증, t 검증, Pearson의 적률상관분석을 실시하였다. 연구결과 첫째, 경력에 따라 어린이집 교사들의 생태소양의 신념과 태도는 차이가 나타났지만, 학력에 따라서는 생태소양 태도 중 관계 실천에서만 차이가 나타났다. 개인경험 중 어린 시절에 자연 친숙한 환경에서 자란 어린이집 교사들인 경우 생태소양이 높았으며, 현직 교육에서 생태교육을 받은 경우, 생태소양의 태도 면에서 높은 것으로 나타났다. 둘째, 생태소양이 높은 교사가 더 많은 행복감을 느끼고 있었다. 이러한 결과를 토대로 어린이집 교사들에게 생태교육을 제공하는 것이 이들의 행복감 증진시키는데 도움이 될 수 있을 것이다.

• 아동학회지
• /
• 제25권6호
• /
• pp.259-277
• /
• 2004

The effects of two literacy programs, Balanced Literacy Instruction(BLI) and Phonics Instruction were studied in 40 three- and four-year old children. BLIwas created to compensate for the limits of the Whole Language Approach(WLA) and of Phonics Instruction(PI). The WLA focuses on writing and communication but lacks concrete instruction methods and overlooks technical aspects of reading and writing. On the contrary, PI is logical, stressing phonemic recognition, skill in distinguishing words, and the rules of consonants and vowels. By combining the best of both PI and WLA to create BLI, this study showed that children who received BLI significantly improved their ability of phoneme recognition, reading, writing and understanding of the content of a book, letting us conclude that BLI is the more effective method for teaching literacy.

• 가정과삶의질연구
• /
• 제28권1호
• /
• pp.119-130
• /
• 2010

The purpose of this study is to develop and evaluate a parent-child reading interaction program. Based on the importance of the parent-child relationship and the home literacy environment vis-a-vis the extent to which reading is encouraged, and with regard to the existing empirical research in this field, a five-session parent-child reading interaction program has been developed, targeting 18 parents with children enrolled in th lower grades of elementary school. The effectiveness of this program has been evaluated by a pretest and post test and then analyzed by a paired t-test. The findings are as follows: 1) Following the implementation of this program, there were improvements in scores related to the home literacy environment, the encouragement of reading, and the attitude of the child toward reading. 2) In addition, there was an increase in the level of the mother's "rational guidance" parenting while tendencies toward overprotective and hostile parenting traits declined. The importance of the parent-child relationship and home literacy environment concerning reading guidance was discussed.

• 아동학회지
• /
• 제31권2호
• /
• pp.119-133
• /
• 2010

The purpose of this study was to examine how the home and classroom literacy environment affect preschool children's story comprehension. The subjects were 213 pairs of children (aged 4-5) and their mothers, and 107 classrooms. The Home Literacy Environment Rating Scale (Park & Kim, 2008), Classroom Literacy Environment Observation Scale (Kim, Kim, Im, & Lee, 2008) and the Children's Comprehension Ability Test (Jung & Kim, 2003) were used in this study. The collected data were analyzed by means of two-way ANOVA, partial correlations, Pearson correlations, hierarchical regressions. Our results indicated that preschool children's story comprehension increases when both home and classroom literacy environment are well resourced and supported. In particular, it is essential that parents spend as much time as possible reading books with their children and that teachers provide children with an amply resourced literacy environment together with appropriate activities in class geared towards story comprehension improvement.

• 아동학회지
• /
• 제20권4호
• /
• pp.247-263
• /
• 1999

Literacy-related communication and information types naturally occurring in the dramatic play area were observed during free play over a 4 week period. Participants were 21 boys and 16 girls enrolled in a kindergarten class in Taegu. Types of literacy-related communication frequently used during social pretend play were Description, Suggestion, Question, and Answer. Negative types of literacy-related communication, such as Threat, Protest, and Warning were rare. Types of frequently occurring literacy information were about letters & words, and literacy functions. These findings were discussed with respect to curricular implications for the classroom.

• 아동학회지
• /
• 제38권1호
• /
• pp.77-93
• /
• 2017

Objective: The purpose of this study was to develop a text-based media literacy program and to examine its effects on young children's understanding and expression of media text. Methods: The participants were 54 5-year-old kindergarteners assigned to an experimental or a control group, with 27 children per group. The text-based media literacy program was based on the ADDIE model and was administered to the experimental group for 8 weeks. The pre- and post-test instruments measured media text understanding and expression ability and were patterned after those used by British Film Institute (2003) and other major studies. Results: The experimental group showed higher levels of media text understanding and expression than the control group. Conclusion: The results are discussed with respect to their implications for educational practice and future research.

• 아동학회지
• /
• 제33권5호
• /
• pp.181-200
• /
• 2012

The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.