장애영아와 일반영아의 전언어기 의사소통 특성 = (A) study on the characteristics of the prelinguistic communication of infants with and without disabilities

다국어 초록 (Multilingual Abstract)

Infants were expected to give their reactions on their caregivers and to react on their caregivers’ intention. In the context of social interaction, infants interact with their caregivers by gesture, vocalization, or gesture-vocalization combination. Those infants, who are from seven to twelve months, reveal their intention for communication when playing with their caregivers and develop the prelinguistic communication modes and functions. The communication of infants becomes even more reciprocal and responsive process by developing their joint attention while gazing at an object and caregivers in turn.
This study examined the characteristics of prelinguistic communication of infants with and without disabilities through prelinguistic communicational modes and functions. This study also examined the characteristics of prelinguistic communication of infants with disability types and chronological ages through prelinguistic communicational modes and functions. Then, this study investigated the characteristics of responsive behavior made by caregivers of infants with and without disabilities, in consideration of types of the infants' disabilities and their chronological ages. Finally, this study examined the characteristics of affective communication of infants with and without disabilities, in consideration of types of the infants' disabilities and their chronological ages.
One group of the participants was 10 infants 10 whose chronological age range is from 15 to 36 months with a diagnosis of developmental delay, Down syndrome and Williams syndrome, as well as their 10 caregivers. Another group of the participants was 10 typically developed infants whose chronological age range is from 7 to 12 months, as well as their 10 caregivers. The language age of infants with and without disabilities was all matched as 8 month old.
Followings are the summary of this study result.
First, the followings are the result from the comparison whether prelinguistic communication of infants with and without disabilities makes any significant difference through prelinguistic communicational modes and functions, especially the infants with disabilities, considering disability types and chronological ages. The types of prelinguistic communication, whose sum total are eleven types, can be categorized into four vocalization types, six gesture types, and gesture-vocalization combination. The infants with disabilities primarily used more passing gesture, more conventional gesture and more communication. On the other hand, the infants without disabilities tended to use more vocalization(signals) for their communication
As for the prelinguistic communication function, the infants with disabilities tended to use 4 request-refusal function, 6 social reciprocal function and people-engaged function, with the sum total of 16 types. The infant with disabilities tended to show more request of action and more request-refusal function, while the infants without disabilities tended to use more object-request function and more object-engaged function.
The prelinguistic communication of Williams syndrome used all types of vocalization, gestures, and the combination of gesture and the vocalization, showing plenty of request-refusal and joint attention function. The prelinguistic communication of Down syndrome used many gesture such as action-refusal, agreeing and people-engaged function. The prelinguistic communication of the infants with developmental delay used vocalization, action-request and object-engaged function more frequently.
As for their chronological ages, the prelinguistic communication modes of the 16-month infants with disabilities showed not only simple voice of vocalization, reaching functions but also action-request and object-engaged function frequently. The 20-month infants with disabilities showed not only reaching, the combination of gesture and vocalization but also action-request and joint attention function frequently. The 31-month infants with disabilities showed not only laughing signal, simple voice vocalization, reaching and passing function but also action-request, action-refusal supporting joint attention and the responding function frequently.
Second, from the result of the comparison of the difference between the caregivers of the infants with and without disabilities, the response of the caregivers of the infants with disabilities showed frequent function of opening and intervening action function, while the response of the caregivers of the infants without disabilities showed frequent function of vocalization such as laughing and smiling as well as the showing gestures frequently.
The followings are the result of comparison of response mode and function of infants with disabilities.
The response of Williams syndrome showed laughter and smile, showing, pointing gestures, and the combination of gesture and the language as well as the intervening and opening, supporting joint attention and the responding and applying function frequently. The response of Down syndrome showed laughter, smile, simple voice vocalization, passing, and conventional gestures frequently as well as the responding and applying function. The response of the infants with developmental delay showed the syllable vocalization, pointing frequently as well as the frequent intervening and opening action function.
As for their chronological ages, the response of the caregivers of 16-month infants with disabilities showed talking, intervening and opening action function, object-engaged function and the responding and applying function frequently. The caregivers of 20-month infants with disabilities showed the combination of gesture and the language, or all the combination of all, as well as the supporting and responding and applying function frequently. The caregivers of 31-month infants with disabilities showed syllable pronunciation and the simple voice vocalization and the conventional gestures frequently along with the frequent supporting and responding and applying function.
Third, from the result of the comparison of the affective communication of the infants with and without disabilities, the infants with disabilities much showed both neutral affective communication of gazing at the caregivers-object-caregivers and positive affective communication of gazing at the caregivers-laughter, smile-object.
The affective communication of Williams syndrome showed the type of gazing at the object-caregiver-joint attention, of gazing at the caregivers-object-requesting and pointing at the stater of joint attention, and of gazing at the object-laughter, smile-caregivers frequently. The affective communication of Down syndrome showed the type of gazing at object-caregiver-showing and passing in the state of joint attention frequently, and of gazing at the object-laughter, smile-caregiver frequently. The affective communication of the infants with developmental delay showed the type of gazing at the object-caregiver-object frequently.
As for their chronological ages, the affective communication of the 16-month infants with disabilities showed the type of gazing at the object-caregiver-object frequently. The 20-month infants with disabilities showed the type of gazing at the object-caregiver-object and of gazing at the caregiver-laughter, smile-object frequently. The 31-month infants with disabilities showed the type and of gazing at the object-laughter, smile-caregiver frequently.
In conclusion, the prelinguistic communication mode, which includes gesture and vocalization type, could be an active communication method for the infants with and without disabilities and their caregivers and family. These also might differ in accordance with types of the infants' disabilities and their chronological ages. Thus, the prelinguistic communication modes and functions could be organized and presented as a scope of infant education process, as a content of communication between caregivers and family and as a content of parenting education. The development of the communication of the infants with disabilities can be defined not as 'advancement' but as a 'adaptation' and the 'increase of varieties' as a reciprocal and active process. Therefore, the differences and the similarities between the infants with and without disabilities should be handled by keeping balance in terms of the 'adaptation' and the 'increase of varieties' for a start.

국문 초록 (Abstract)

영아는 양육자와 의사소통하면서 양육자의 반응을 예상한다. 영아는 양육자와의 사회적 상호작용의 맥락에서 몸짓, 발성, 몸짓과 발성을 결합하는 유형으로 의사소통한다. 생후 7개월에서 12개월 사이 영아의 의사소통은 의도가 발현하고 다양한 유형과 기능이 나타난다. 대상과 양육자를 번갈아 응시하며 공동주의를 함에 따라 영아의 의사소통은 더욱 상호호혜적·상호반응적 과정이 된다.
본 연구는 영아와 양육자의 원활한 의사소통을 위하여 장애영아와 일반영아, 장애유형별·생활연령별 장애영아의 전언어기 의사소통 특성을 유형과 기능으로 알아보았다. 그리고 장애영아 양육자와 일반영아 양육자, 장애영아의 장애유형별·생활연령별 양육자의 반응특성을 알아보았다. 그리고 장애영아와 일반영아, 장애유형별·생활연령별 장애영아의 정서적 의사소통 특성을 유형으로 알아보았다.
연구대상은 생활연령 15개월에서 36개월 미만의 발달지체, 다운증후군, 윌리암스 증후군으로 진단받은 장애영아 10명과 장애영아 양육자 10명이었다. 그리고 생활연령 7 - 12개월의 일반영아 10명과 일반영아의 양육자 10명이었다. 장애영아와 일반영아는 언어연령을 8개월로 일치시켰다.
영아의 전언어기 의사소통 유형은 발성 4개 유형, 몸짓 6개 유형, 몸짓과 발성 결합 유형 총 11개 유형으로 범주화했다. 영아의 전언어기 의사소통 기능은 요구-거절 4개 기능, 사회적 상호작용 6개 기능, 공동주의 6개 기능 총 16개 기능으로 범주화했다.
본 논문의 결과를 요약하면 다음과 같다.
첫째, 장애영아와 일반영아의 전언어기 의사소통은 유형과 기능에서 어떤 차이가 있는지 비교한 결과, 장애영아는 건네주기, 관습적 몸짓, 몸짓 합, 의사소통 유형 합이 더 많이 나타났고 일반영아는 신호 유형이 더 많이 나타났다. 장애영아는 행위요구, 행위거절의 요구-거절 기능이 더 많이 나타났고, 일반영아는 사물요구 기능과 대상에 집중하기 기능이 더 많이 나타났다.
특히 장애영아의 경우 장애유형별·생활연령별로 전언어기 의사소통 유형과 기능은 어떤 차이가 있는지 비교한 결과, 윌리암스 증후군 영아의 전언어기 의사소통은 발성, 몸짓, 몸짓과 발성 결합의 모든 유형이 많이 나타났고, 요구-거절과 공동주의 기능이 많이 나타났다. 다운증후군 영아의 전언어기 의사소통은 몸짓 유형이 많이 나타났고, 행위거절, 동의하기, 사람에 집중하기 기능이 많이 나타났다. 발달지체 영아의 전언어기 의사소통은 발성 유형과 행위요구하기 및 대상에 집중하기 기능으로 나타났다.
생활연령 16개월 장애영아의 전언어기 의사소통은 단일음 발성유형, 뻗기 유형이 많이 나타났고, 행위요구 기능과 대상에 집중하기 기능이 많이 나타났다. 생활연령 20개월 장애영아의 전언어기 의사소통은 뻗기 유형과 몸짓과 발성 결합 유형이 많이 나타났고, 행위요구 기능과 지지적 공동주의 기능이 많이 나타났다. 생활연령 31개월 장애영아의 전언어기 의사소통은 웃음의 신호유형, 단일음 발성유형, 뻗기와 건네주기 유형이 많이 나타났고, 행위요구와 행위거절 기능과 지지적 공동주의와 협응적 공동주의 기능이 많이 나타났다.
둘째, 장애영아 양육자와 일반영아 양육자의 반응 유형과 기능은 어떤 차이가 있는지 비교한 결과, 장애영아 양육자의 반응은 개입 시작행동 기능이 많이 나타났고 일반영아 양육자의 반응은 웃음·미소 신호의 발성유형과 보여주기 몸짓 유형이 많이 나타났다.
장애영아의 경우 장애유형별·생활연령별로 양육자의 반응 유형과 기능은 어떠한지 비교한 결과, 윌리엄스 증후군 영아의 양육자 반응은 웃음과 미소 유형, 보여주기와 가리키기 몸짓 유형, 몸짓과 말의 결합 유형이 많이 나타났고 개입과 단순제시 시작행동 기능, 지지적 공동주의와 협응적 공동주의 참여행동 기능이 많이 나타났다. 다운증후군 영아의 양육자 반응은 웃음 미소의 발성유형, 단일음 발성유형, 건네주기와 관습적 몸짓 유형이 많이 나타났고 협응적 공동주의 참여행동기능이 많이 나타났다. 발달지체 영아의 양육자 반응은 음절성 발음유형, 가리키기 유형이 많이 나타났고 개입 시작행동 기능이 많이 나타났다.
생활연령 16개월 영아의 양육자 반응은 말 유형이 많이 나타났고 개입 시작행동기능과 대상에 집중하기와 협응적 공동주의 참여행동 기능이 많이 나타났다. 생활연령 20개월 영아의 양육자 반응은 몸짓과 말 결합유형과 전체 유형 합이 많이 나타났고 지지적 공동주의와 협응적 공동주의 참여행동 기능이 많이 나타났다. 생활연령 31개월 영아의 양육자 반응은 음절성 발음과 단일음 발성 유형과 관습적 몸짓유형이 많이 나타났고 대상에 집중하기와 지지적 공동주의 및 협응적 공동주의 참여행동 기능이 많이 나타났다.
셋째, 장애영아와 일반영아의 정서적 의사소통 특성을 유형으로 알아본 결과, 장애영아의 정서적 의사소통은 ‘양육자응시-대상응시-양육자응시’의 중립적 유형과 ‘양육자응시-웃음·미소-대상응시’의 긍정적 유형이 많이 나타났다. 일반영아의 정서적 의사소통은 ‘대상응시-웃음·미소-양육자응시’의 긍정적 유형이 많이 나타났다.
윌리암스 증후군 영아의 정서적 의사소통은 ‘대상응시-양육자응시-공동주의 상태의 보여주기나 건네주기’ 유형과 ‘양육자응시-대상응시-공동주의 상태의 요구하기나 가리키기’ 유형과 ‘대상응시-웃음·미소-양육자응시’ 유형이 많이 나타났다. 다운증후군 영아의 정서적 의사소통은 ‘대상응시-양육자응시-공동주의 상태의 보여주기나 건네주기’ 유형과 ‘대상응시-웃음·미소-양육자응시’ 유형이 많이 나타났다. 발달지체 영아의 정서적 의사소통은 ‘대상응시-양육자응시-대상응시’ 유형이 많이 나타났다. 생활연령 16개월 영아의 정서적 의사소통은 ‘대상응시-양육자응시-대상응시’ 유형이 많이 나타났다. 생활연령 20개월 영아의 정서적 의사소통은 ‘대상응시-양육자응시-대상응시’ 유형과 ‘양육자응시-웃음·미소-대상응시’ 유형이 많이 나타났다. 생활연령 31개월 영아의 정서적 의사소통은 ‘대상응시-양육자응시-공동주의 상태의 보여주기나 건네주기’ 유형과 ‘대상응시-웃음·미소-양육자응시’ 유형이 많이 나타났다.
이상의 연구결과를 종합해 보면, 몸짓과 발성 유형의 전언어기 의사소통은 장애영아, 일반영아가 주변 세계와 능동적으로 의사소통하는 방법이며 장애유형별·생활연령별로 유형과 기능이 달라질 수 있다. 따라서 전언어기 의사소통 유형과 기능은 영아기 교육과정의 한 범주로, 양육자와 가족과의 의사소통 및 부모교육의 내용으로써 구성·제시할 수 있을 것이다. 이는 장애영아와 일반영아 및 사회 구성원 상호간의 전언어기 의사소통을 촉진하여 사회적 통합을 도모하며, 지역사회 내에서 적절한 의사소통을 영위함으로써 장애영아와 그 가족의 삶의 질을 향상시킬 수 있는 발판이 될 것이다. 장애영아의 의사소통 발달은 상호호혜적이며 역동적인 과정으로 진보가 아니라 ‘적응’이며, ‘다양성의 증가’이다. 적응과 다양성 측면에서 우리는 장애영아와 일반영아의 차이점과 유사점을 균형 있게 다뤄야 할 것이다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 7
• 3. 용어정의 = 8
• Ⅱ. 이론적 배경 = 10
• 1. 영아의 전언어기 의사소통 유형과 기능 = 10
• 2. 양육자의 반응 = 27
• 3. 영아의 공동주의와 정서적 의사소통 = 30
• Ⅲ. 연구방법 = 34
• 1. 연구대상 = 34
• 2. 연구절차 = 40
• 3. 자료처리 = 55
• Ⅳ. 연구결과 = 56
• 1. 장애영아와 일반영아의 전언어기 의사소통 유형과 기능 = 56
• 2. 장애영아 양육자와 일반영아 양육자의 반응 = 72
• 3. 장애영아와 일반영아의 정서적 의사소통 유형 = 87
• Ⅴ. 논의 및 결론 = 94
• 참고문헌 = 108
• 표목차 = 133
• 그림목차 = 135
• 부록 = 136
• （Abstract） = 149

참고문헌 (Reference)

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