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- 저자 : Judith A. Schickedanz) (검색결과 5 건)
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Judith A. Schickedanz 환태평양유아교육연구학회 2013 Asia-Pacific journal of research in early childhoo Vol.7 No.2
This is the first special issue that the Asia-Pacific Journal of Research in Early Childhood Education has undertaken since it was first published in 2007. The issue includes five papers, which, together, address a number of different aspects of early literacy in children ranging in age from infancy through six years.
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“Writing Center,” or “Writing, Drawing, Talking Center”: Does It Matter?
Judith A. Schickedanz 환태평양유아교육연구학회 2013 Asia-Pacific journal of research in early childhoo Vol.7 No.2
This article provides case data that illustrate the potential of the emergent writing/drawing context for supporting oral language, content knowledge, and reasoning in preschoolers. The adult-child talk surrounding the samples provided are discussed in relation to the child’s prior experiences and knowledge, and circumstances in the classroom that affect a teacher’s time allocation. A current trend in using preschool writing centers in U.S. classrooms to focus quite narrowly on supporting literacy skills development is discussed in light of oral language and content development needs. The benefits of thinking broadly about a drawing/writing/talking center to meet some of these oral language and content knowledge needs are explored. Some practical ideas for supporting this broader use of the writing center, and ideas for research on teacher-child talk in a drawing/writing/talking center context, are suggested.
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Judith A. Schickedanz 환태평양유아교육연구학회 2014 Asia-Pacific journal of research in early childhoo Vol.8 No.2
This paper begins with a brief historical overview that provides a context for understanding approaches to story reading in U.S. preschools. It also discusses factors that have prompted a new trend in story reading, one emphasizing story comprehension directly, not as a vehicle for developing only oral vocabulary and print-related literacy skills. This backdrop, as well as discussions of new research and achievement difficulties in school-age children, sets the stage for the author’s suggestion that preschoolers’ social-emotional understanding would also likely benefit, if story reading goals and strategies were changed to focus on higher-level story comprehension. Examples of suitable storybooks and comprehension support strategies are used to illustrate how the complementary goals of supporting story comprehension and social-emotional learning might be addressed. These examples also suggest a research intervention needed to determine whether story comprehension support strategies can also benefit social-emotional understanding.
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한국과 미국 유아들의 개인적ㆍ가상적 내러티브 구조 발달 양상 및 논리적 응집장치 사용의 비교
이영자(Lee Young-Ja),이지현(Lee Jeehyun),Judith A. Schickedanz 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.2
본 연구에서는 우리나리와 미국의 3, 4세 유아들이 산출하는 개인적ㆍ가상적 내러티브의 발달 양상을 살펴보고, 서로 다른 언어와 문화를 지닌 유아들의 내러티브가 구조적 측면과 논리적 응집장치의 사용 측면에서 차이가 있는지를 비교하는데 초점을 두었다. 한국과 미국의 대학부속 유아교육기관에 다니는 만 3, 4세 유아 층 77명(한국유아, 42명, 미국유아 35명)이 연구에 참여하였다. 면접을 통해 개인적 내러티브와 가상적 내러티브를 수집하여 분석한 결과, 한국과 미국의 유아들은 일관성을 갖추고 논리적으로 내러티브를 산출하는 능력 면에서 개인차가 있기는 하지만 대부분 비슷한 수준을 나타냈다. 개인적 내러티브의 경우 두 세가지 사건나열 내러티브와 사건 건너띄기 내러티브 수준이었으며, 가상적 내러티브의 경우 사건의 병렬적 나열 및 행동의 순서적 제시 수준으로서, 아직 초보적 단계에 있다고 볼 수 있다. 내러티브의 구성요소와 논리적 응집장치의 사용양상은 부분적으로 우리나라와 미국의 유아들 간에 차이가 있었는데, 특히 미국 유아들은 우리나라 유아들에 비하여 대용참조를 많이 사용하였다. 이러한 차이는 양국의 언어적 특성과 문화의 차이가 반영된 것으로 추정된다. The purpose of this study was to explore the developmental characteristics of personal and fictional narratives of 3- and 4-year old children, and to examine the differences between the developmental aspects of personal and fictional narratives of Korean and American children. The study focused on the developmental levels, structural components, and cohesive devices of the personal and fictional narratives. Forty two Korean and thirty five American children between the ages of three and four participated in this study. All the subjects were recruited from the university affiliated child care centers or preschools with the parents' consent. Analysis of the narratives revealed that Korean and American children developed their personal narratives in similar patterns, but a higher proportion of American children had higher developmental levels in fictional narrative than Korean subjects. Children's developmental levels of personal narratives were two or three event narratives and leapfrog narratives, while their levels of fictional narratives were descriptive sequences and action sequences. Some differences in narrative components included consistency of tense and use of cohesive devices such as anaphoric references between children in two countries. These differences reflected the linguistic and cultural differences between two countries.
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