유아문자교육의 현황과 교사 인식 조사 : 만 5세 유아를 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to survey on overall status and recognition on the literacy education for teachers of five years of age toddlers to discover the problems and contemplate the improvement plans in a way to provide the necessary fundamental data to set the appropriate instruction plan of the correct literacy education for five-year toddlers. In order to achieve the purpose of this study, the following research issues are established. 1. What is the status of the literacy education for the children under the age of five? 2. What is the recognition of teachers for the literacy education for the children under the age of five? Subjects of this study were the teachers at kindergarten/pre-school with children under the age of five in Busan City, and the questionnaires were distributed for 120 teachers with the return of 115 copies. With the exception of the data that had partial questionnaires missing or unclear from the recovered questionnaire, the final 100 copies are used and analyzed as the research data. In addition, the subjects of interview were 12 teachers from the teachers who responded to the questionnaire with the researcher taking individual interviews. In order to verify the research issues, the result of the questionnaire was processed with frequency and percentage by using SPSS Program Window Version 10.0, and the result of interview was classified for each category. The summary of the result of this study is shown as follows; First, looking into the status of the literacy education for children under the age of five, the people demanding for the literacy education for children under the age of five is the most with parent (60%), and most of teachers began the literacy education for children under the age of five before the mid-first semester. For a method of literacy education, the keyword method was the most (24%). In the event of reading for literacy instruction, the focus is on reading of simple sentences, while in the case of writing, simple dictation (25%) is implemented. Looking into the interview result on the activities of literacy education for children under the age of five, it can be classified to the comprehensive linguistic approach and functional linguistic approach. Second, the following is the result on recognition of teachers on the literacy education for children under the age of five. Most recognized for the need of teacher (97%) for the literacy education for children under the age of five, and it is mainly the preparation of elementary school, and it was consistent to the interview result. They think that the appropriate time for complete reading of literary is in the hands of the education institution for toddler. In the literacy education activities, non-instructive and non-formative activities are the most desirable. In the literacy education of the children under the age of five, the difficulty was deemed as the personal difference (64%) of the literary level of the child. In improvement method, it may be divided into the improvement in the toddler education institution and the improvement of the current kindergarten education process. The following is the discussion based on the result of the research. There is a need of close cooperation between the teachers of kindergarten and elementary school for children under the age of five. Furthermore, the teacher-training program that reflected the needs and education method on balanced language approach has to be implemented. Lastly, the instruction manual and education data that present the method and level of the literacy education for children under the age of five have to be provided to teachers.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 문자언어의 발달 = 5
• 1) 문자언어의 개념 = 5
• 2) 문자언어의 발달 단계 = 9
• 3) 유아기 문자교육의 중요성 = 14
• 2. 문자교육 방법에 관한 다양한 관점 = 17
• 1) 기능적 관점 = 17
• 2) 총체적 관점 = 19
• 3) 균형적 관점 = 21
• 3. 유아교육기관에서의 문자교육 = 23
• 1) 유치원 교육과정에서의 문자교육 = 23
• 2) 유아 문자교육을 위한 교사의 역할과 인식 = 25
• Ⅲ. 연구방법 = 30
• 1. 연구대상 = 30
• 2. 연구도구 = 32
• 3. 연구절차 = 34
• 4. 자료처리 = 35
• Ⅳ. 연구결과 = 36
• 1. 만 5세 유아 문자교육의 현황 = 36
• 2. 만 5세 유아 문자교육에 대한 교사의 인식 = 49
• Ⅴ. 요약 및 논의 = 67
• 1. 요약 = 67
• 2. 논의 = 70
• 참고문헌 = 77
• Abstract = 83
• 부록 = 86