쓰기의 역사와 유아의 쓰기발달에 대한 고찰 = A Consideration of the History of Writingand Young Children's Writing Development

다국어 초록 (Multilingual Abstract)

This study was to understand young children's writing development at the historical as well as the individual level. The literature on this subject and case study were used to investigate the connectedness between the history of writing and the development of writing in the young child. As a result of the analysis, there were some common elements and some discrepancies between the two phenomena and they could compare correspondingly.
The history of orthography as well as children's developing knowledge of writing revealed that both phenomena in general proceeded toward an understanding of the writing principle from pictures to letters. However, the order in which the knowledge and discovery occurred in the child as well as just what knowledge became understood during the progression toward the conventional writing model did not follow a strict one-to-one recapitulation model or explanation.
For the in-depth understanding and teaching of writing, it is important to grasp the similarity and difference at the historical as well as the individual level. At a glance, drawing and writing have no common features. But it is revealed that drawing precede writing and play an essential part as a scaffold for writing development in the two phenomena.

국문 초록 (Abstract)

본 연구는 쓰기발달과정을 역사적 수준과 개인적 수준에서 고찰한 것이다. 이를 위해 인간의 쓰기역사와 유아의 쓰기발달과정에서의 전반적인 발달경향과 특징, 공통점과 차이점, 변화의 메카니즘을 분석하고, 발달과정을 비교 분석하였다. 쓰기발달과정은 새로운 형태의 출현과 사라짐, 진보, 퇴화, 변형을 겪으며 단일한 직선적 발달경로를 따르지 않기 때문에 분석에 어려움이 따른다.
그러나 본 연구결과에 따르면 두 발달현상은 그리기에서 표준쓰기에 이르기까지 철자법의 원리에 대한 이해를 향해 나아가는 공통점과 몇가지 차이점을 지니며, 정확한 1:1 대응식 반복은 아니지만 상호 연관성이 있는 것으로 분석되었다.