영아의 문해행동 발달과 영아 부모의 상호작용 유형의 변화 = Emergent Literacy Development of Infants and Patterns of lnfant - Parent Interactions

다국어 초록 (Multilingual Abstract)

This study investigates the development of emergent reading and writing skills, parents` verbal interaction patterns, and the sequential order of verbal behaviors in infant-parent reading activities. We made videotapes of reading and writing activities of 10 children aged 12-31 months with their parents at their homes over a one year period. We used a qualitative analysis for the development of emergent reading and writing skills, and used χ² and z-scores for verbal interaction patterns according to age levels and sequential dependencies for reading activities, respectively. As children grow older, their emergent reading skills develop further. The most frequent reading behaviors are: pointing at the pictures in a book using fingers for 1-year olds, labeling for 2-year olds, and making-up stories by looking at pictures for 3-year olds. Most of the emergent writing of infants between 12 months and 43 months can be described as scribbling and drawing. But we observed that some developmental patterns of writing behavior changed from indifferentiated scribbling to differentiated scribbling and drawing. Significant differences in parents` verbal interaction patterns and in the sequential order of their behaviors were found according to the infants` age level. Parents used more attention-recruiting remarks for 1- to 2-year olds and more feedback and elaboration for 2-year olds. The sequential order of parents` verbal interaction patterns in reading with their infants is as follows: For 1- to 2-year olds, the parents initiated interactions by giving attention-recruiting remarks, followed by asking questions, and then gave feedback or elaboration on the questions. For 3-year olds, the parents did not make any attention-recruiting remarks, they simply ask questions and then gave feedback.