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시설거주여부 , 기간 , 연령 및 성별에 따른 6 , 7 세 아동의 어휘력
최나야(Na Ya Choi),유안진(An Jin Yoo) 한국아동학회 2002 兒童學會誌 Vol.23 No.1
This study examined the vocabulary competence of institutionalized and home-reared 6- and 7-year-old children with the use of the Revised Picture Vocabulary Test(Dunn & Dunn, 1981; Korean version, Kim et al., 1995), administered to 113 institutionalized children and 124 middle class home-reared children. Results indicated that the vocabulary competence of institutionalized children was inferior to that of home-reared children. Children who had lived in an institution for two years or more scored lower than those who had been institutionalized for a shorter time. 7-year-olds scored higher than 6-year-olds, regardless of institutionalization. Home-reared girls scored higher than home-reared boys, but there was no sex difference between institutionalized children. These findings suggest that efforts should be directed toward improving the linguistic environment of institutionalized children.
최나야(Na Ya Choi) 한국아동학회 2009 아동학회지 Vol.30 No.2
In this study of the relationship between preschoolers' visual perception and reading Hangul words, the 287 participants showed significant developmental change in visual perception between three to five years of age. The researcher developed the computer-based screening Test of Visual Perception for Reading (TVPR). Factor analysis confirmed three factors of TVPR : perception of number, direction, and form constancy. These factors correlated highly with four factors of motor-reduced visual perception of the Korean Developmental Test of Visual Perception (Moon et al. 2003). All factors of TVPR explained reading real words and pseudo words; direction and form constancy perception predicted reading low frequency letters. These findings confirm that preschoolers' skills in visual perception contribute to the reading of words in Hangul.
최나야(Choi Na-Ya) 한국어린이미디어학회 2011 어린이미디어연구 Vol.10 No.1
이 연구에서는 노아의 방주 이야기를 소재로 한 유아 대상 그림책의 형식적ㆍ내용적 특성을 살펴보기 위해 노아의 방주를 다룬 국내외의 그림책들 중에서 성경 그림책의 준거에 맞는 22권을 선정하여 분석하였다. 형식적 특성에 있어서, 장르, 판형, 미술적 기법, 인물 표현방법 등에서 상당한 다양성이 나타났다. 이야기책, 글 없는 그림책, 알파벳북, 수세기책, 정보책, 민담 그림책, 환상 그림책 등의 장르와, 일반 평면 그림책, 팝업북, 플랩북, 시리즈 도서 등의 판형이 포함되었고, 수채화, 유화, 컴퓨터 그래픽, 점토 그림, 판화, 그림자 그림, 콜라주 등의 기법이 사용되었으며, 극사실적인 수준에서부터 만화에 가까운 수준까지의 인물 묘사가 이루어졌다. 내용적 특성상, 공란 메우기의 정도에 따라 성경 원문에 가깝게 재회된 그림책, 재화를 통해 원문의 구멍을 메운 그림책, 재화를 통해 새로운 이야기로 재구성된 그림책으로 구분되었다. 원문에 가끼운 그림책에서는 성경의 문장이 쉽게 고쳐지고 핵심적 내용만으로 원문의 플롯이 유지된 반면, 원문의 구멍이 메워진 그림책에서는 성경에 나타나지 않은 배경, 인물, 사건 관련 내용이 상상을 통해 추가되었다. 더 나아가, 서술 시점이나 장르를 바꾸어 줄거리와 관점이 차별된 작품으로 재구성된 그림책들도 있었다. The purpose of this study was to analyze the characteristics of picture books about 'Noah's ark' with respect to the forms and contents. Totally 22 books were selected according to the criteria for good bible picture books. Those books presented a broad variety of genre, format, artistic techniques, and styles of portraying the characters. There were a wordless picture book, an alphabet book, a counting book, folk tale picture books, fantasy picture books, as well as regular storybooks, Volumes included In bible story series and functional format like pop-up or flap books were found. The illustrations were varied from paintings in watercolors or oils to etchings, engravings, shadow representations, clay works, computet graphics, collage and so on. The description of characters was made somewhere between realism and cartoon, The books were classified into 3 types by the degree of filling gaps in the story, The first gtOup of picture books stayed close to the original text of the Bible. In the second gtOup, the authors added contents about setting, characters, or events creatively. The last gtOup of books were tho roughly reconstituted by changing viewpoint or genre and deriving only the cote ideas of Noah's story.
가정문해환경, 어머니의 문해신념과 양육효능감이 유아와 어머니의 그림책 읽기 상호작용에 미치는 영향
최나야(Na Ya Choi) 한국아동학회 2012 아동학회지 Vol.33 No.6
The purpose of this study was to investigate the effects of the home literacy environment, mother`s literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds` mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother`s literacy beliefs and the mother`s general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother`s efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother`s efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.