• Korean Journal of Child Studies
• /
• v.18 no.2
• /
• pp.19-32
• /
• 1997

This study explored an alternative activity for the assessment of young children's literacy in Korea; namely, the evaluation of children's ability to construct meaning independent of decoding skill. The subjects were 78 children 4 to 5 years of age in Seoul. Instruments were the researcher's revised form of the Story Construction from a Picture Book, TRSR (Teachers' Ratings of Students' Reading) designed by van Kraayenoord & Paris (1996), and the revised form of the WLAT (Written Language Awareness Test, Kim, 1995). The assessment scores and oral responses of the children were analyzed by Pearson's r, MANOVA and one-way ANOVA, using repeated measures. The findings showed that (1) the story construction total scores were significantly correlated with WALT scores and the subcategory scores were intercorrelated with each other. (2) The story construction total scores differed by age, and (3) the 2 phase scores were higher than the 1 phase scores.

• Korean Journal of Child Studies
• /
• v.35 no.4
• /
• pp.249-262
• /
• 2014

This study investigated differences in children's story comprehension as they related to the types of reading media. The participants comprised 62 four-years-olds from two child-care centers located in a middle-income region of Seoul and Gyeonggi Province. In order to control the experience effect, newly developed stories published into two formats of reading media (paperback books and electronic books) were provided to the participants. The results indicated that there were no significant differences in children's story comprehension depending on the types of reading media. Paperback book readers and electronic book readers did not show any significant difference in story comprehension, which consists of recall, recognition and reasoning tasks. As literature pertaining to children's usage of electronic books is limited, the present study offers guidelines for the development of children's reading media and may serve as a useful resource for future studies.

• Korean Journal of Childcare and Education
• /
• v.10 no.4
• /
• pp.51-69
• /
• 2014

To investigate the effects of story making activities by utilizing postmodern picture books on young children's creativity and story construction ability, this study targeted 21 five-year-old preschoolers in G daycare center and 18 five-year-old preschoolers in J daycare center located in J Gun, Busan City. 21 young children in G daycare center engaged in story making activities by utilizing postmodern picture books totaling 18 times for 12 weeks, and 18 young children in G daycare center, the comparison group, read postmodern picture books individually in free choice activity time. The results of the study are summarized as follows. Story making activities by utilizing postmodern picture books made statistically more significant progress in the subordinate elements of creativity and all the subordinate elements of story construction ability. That means those activities, by utilizing postmodern picture books, have a positive effect both on the development of young children's creativity and story construction ability.

• Korean Journal of Child Studies
• /
• v.28 no.1
• /
• pp.189-204
• /
• 2007

This research investigated the effect of story-plotting and oral narration activities using wordless picture books upon young children's linguistic creativity and expression. The subjects were 30 children of experimental group and another 30 in the control group at age five. The Korean Comprehensive Creativity Test for Young Children(K-CCTYC; Jeon, 2005) was used to measure linguistic creativity. In addition, Measure Tools for Linguistic Ability(Jang, 1981) was used to measure the linguistic expression. There were significant differences between the two groups in linguistic creativity including linguistic fluency, flexibility, and originality as well as linguistic expression.

• Korean Journal of Child Studies
• /
• v.28 no.4
• /
• pp.19-33
• /
• 2007

This study examined the effects of closeness of peer relationships on intersubjectivity in young children's joint story making of wordless picture books. The joint story making activity of 32 five-year-old children was videotaped and transcribed, and the structure and negotiation types of interaction were examined by Goncu's (1993a) measure of intersubjectivity. Results showed (1) closeness of peer relationship was related to the structure of intersubjectivity children working with very close peers exhibited more turns. (2) Children working with very close peers used more extension and acceptance negotiation types, whereas the children working with non-close peers used more building-on of own ideas and irrelevant acts of negotiation.

• Korean Journal of Child Studies
• /
• v.20 no.3
• /
• pp.275-291
• /
• 1999

The effect of prosocial story telling and discussion on the development of children's helping and sharing behaviors and prosocial reasoning was studied. Subjects were 36 five-year-old kindergarten children assigned to control or experimental groups. The research design consisted of a pre-test and pre-observation, 6 week intervention, and post-test and post-observation. Data were collected by means of a video camera and analyzed by adjusted means and ANCOVA, using the SPSS/PC+. Both children's helping behavior and prosocial reasoning was higher in the group exposed to prosocial story telling with discussion as compared with the group with story telling only and the control group.

• Korean Journal of Child Studies
• /
• v.31 no.5
• /
• pp.193-210
• /
• 2010

This study explored the common response profiles in the narrative stories of typically developing 5 year-old Korean Children. Fourteen story stems from the MacArthur Story Stem Battery (MSSB, Bretherton, Oppenheim, & the MacArthur Story Stem Network, 1990) were administered to 156(85 boys and 71 girls) children recruited from 8 Kindergartens in the Seoul and Gyung-gi areas. The children's responses were aggregated into 5 dimensions, based on content themes and performance scores which included emotions expressed and narrative coherence using the MacArthur Narrative Coding System (Robinson, Mantz-Simmions, Macfie, & MacArthur Narrative Working Group, 2004). Data were analyzed by means of cluster analysis. 5 response profiles emerged over the course of this research : Prosocial, Anxiety, Dysregulated aggression, Anxious/Avoidance, and Avoidance profiles. When 14 story stems were grouped into 3 story contexts (stories included interpersonal conflicts, moral conflicts, and empathy) and were analyzed separately according to the story contexts, 3 common profiles (a Prosocial profile, a Constrained profile and an Anxiety profile) emerged across the story contexts, however, there were additional, unique profiles for each of the story contexts.

• Korean Journal of Child Studies
• /
• v.21 no.1
• /
• pp.235-252
• /
• 2000

This study investigated the effects of story making activity with wordless picture books on the language abilities of 5- and 6-year-old children. The 52 subjects attending a kindergarten in Kwangju were randomly assigned to an experimental group or a control group of 26 children each. The experimental group made stories with wordless picture books while the control group listened to stories. Experimental treatments were given twice a week for 6 weeks. Assessment was by The Language Comprehension-Cognition Test(1994), The Picture Vocabulary Test(1995), and The Sentence-Comprehension Test(1996). Qualitative level of the stories was analyzed by Morrow's(1985) revised Instrument Assessing Children Understanding of Stories(Chae, 1996). The vocabulary, language-comprehension, and story-composing ability of children who made stories with wordless picture books were higher than those of children who listened to stories told by teachers.

• Journal of Christian Education in Korea
• /
• v.72
• /
• pp.147-164
• /
• 2022

Stories have been studied as an important educational method in Christian education. In recent discussions on religious education, stories are positively evaluated in terms of stimulating children's unique fantasy, as opposed to visual media, and in terms of face-to-face direct communication. Our most profound and passionate orientation to the world is shaped by stories. This is because stories move us by moving us and shape our unconscious to act accordingly. However, the subjects that supply stories to children now are various mass media and consumer culture. The story it tells instills a secular worldview and makes us dream of a world completely different from the kingdom of God. Our children need a story to imagine the kingdom of God. This paper focuses on story-style sermons in children's worship and tries to deal with the Christian educational implications of story-style sermons. To this end, first of all, I would like to treat the Bible as a story according to the approximate concept of the story and the position of literary criticism who approached the Bible as a story. The second will deal with narrative preaching. First, we will look at narrative sermons for adults, and then deal with narrative sermons for children. The two narrative sermons were treated separately in the sense of considering the characteristics of children rather than being separated. Lastly, I would like to draw out the Christian educational implications of narrative preaching.

• Korean Journal of Child Studies
• /
• v.26 no.1
• /
• pp.15-29
• /
• 2005

This study investigated 2- and 3-year-olds' story comprehension by story structure, Sixty-eight children from day-care centers in Seoul and Kyunggi province were tested story comprehension about causal, noncausal, discontinuous story presented by pictures. Story comprehension included literal, inferential, & empathic comprehension, Data were analysed by ANOVA(repeated measure) and t-test. The result showed that 3-year-olds scored higher in literal and inferential comprehension than 2-year-olds. Children's story comprehension(literal, inferential, & empathic) scores were higher in causal structure than discontinuous and noncausal structure.