그림책에 나타난 학교에 대한 이미지 연구 = (A) study of the portrayal of school in picture books

다국어 초록 (Multilingual Abstract)

This study was analyze the positive and negative images about school which appear in picture-books and find out what kind of school image infants are exposed to in the picture-books.
For the purpose of this study, the issues are presented as follows:

Study issue 1. How often do the school images of designated categories appear in picture books?
Study issue 2. What is the value system (Positive/Negative/Neutral) of the school images which appear in picture books?
2-1. What is the quantitative composition (Positive/Negative/Neutral) of the school images which appear in picture books?
2-2. What is the qualitative content of the value system (Positive/Negative/Neutral) of the school images which appear in picture books?

For the analysis of the school images, based on the categories suggested by Dockett, Perry and Whitton (2006), the quantitative and qualitative analysis results from each scene are as follows.

Firstly, the school images appears in picture books 985 times in total.
In each category, teacher - 211 times (21.4%) which appears most often, knowledge - 148 times (15.0%), attitude and disposition 134 times (13.6%), adjustment 130 times (13.2%), educational environment 123 times (12.5%), regulations 95 times (9.6%), family issues 93 times (9.4%), physical issues 27 times (2.7%), special needs 24 times (2.4%).
So we see that "Teacher" has the highest mark and "Special needs" has the lowest mark.
Secondly, I divided the value system of school images which appear in picture books into two different parts as quantity aspect and quality aspect. First of all, research result of the value system (Positive/Negative/Neutral) in the quantitative aspect shows that the proportion and frequency of the following categories in picture books are as follows.
The positive expression for Teacher is 57.3%(121 times), negative expression is 42.7%(90 times), the positive expression and negative expression for Attitude and Tendency is the same at 50.0%(67 times). Also, the positive expression for adjustmen is 69.2%(106 times), negative expression is 30.8%(40 times) which is more than twice as many positive expressions as negative. The positive expression for Knowledge is 7.6%(106 times), negative expression is 26.4%(39회) which is 3 times as many positive expressions as negative.

However, the positive expression for Regulation is 36.8% (35 times) and the negative expression is 57.9%(55 times) which appeared a lot more. The negative expression for Family participation problem is 15.0% (14 times) while the positive expression is 80.6%(75 times) which is about 5 times more. The positive expression for Special desire is 75.0%(18 times) and the negative expression is 25.0%(6 times) which is 3 times more than the positive expression. The positive expression for educational environment is 68.3%(84 times), the negative expression is 28.5%(35 times) which means positive expression is more than twice as big in number. Finally, the positive expression for physical problems is 55.6%(15 times), the negative expression is 44.4%(12 times). Neutral expressions are very few, such as regulations 5.3%(5 times), Family participation problems 4.3%(4 times), educational environment 3.3%(4 times), and Knowledge 2.0%(3 times).

Next, examining the texts and picture texts in the qualitative aspect of the value system(Positive/Negative/Neutral) of school images which appear in picture books indicates that texts and pictures are mutually complementary in expressing the school image.
Especially in case many characters appear in the scene, the texts are added to explain who is the main character or whose act should be focused on and inform the meaning which doesn't appear on the scene.
Moreover, the scenes quite often perform supplementary functions by sharing positive or negative description of school in detail which does not appear in the picture. In the picture the duration of time was usually indicated by the successive pictures describing the changes of movements. Among the elements which make the image of school negative, there are some lines or colors.
The lines which are uneven or scribbled shows the negative feeling and the shade lines which show the brightness and texture enliven the picture to distinguish the negative and positive response.
Secondly, the color represents most conspicuously whether the image of school is positive or negative. Especially for negative image the low brightness was used while the color of high brightness tends to be used for the positive image. Besides, opposite colors are used to express the sense of alienation between the characters which shows the negative image. The color pencils combined with mild texture are used to represent and the bright technique of water color is introduced to indicate the positive image.
The negative image is shown by the acrylic color or collage technique. The sight of the characters makes it clear whether the image of school is positive or negative.
The sight line of each other makes us look into their conduct and response toward school. Showing the body or any objects in the off balance state such as describing a moment of ongoing conduct gives the positive or negative response about their attitude or adaptation.
Finally in order to maximize the friendliness toward the readers in the picture the short distance techniques are utilized to represent the closeness of the characters sentiment toward school.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 그림책의 이해 5
• 1) 그림책의 정의 5
• 2) 그림책의 가치 7
• 3) 그림책의 특성과 선행연구 10
• 2. 유아의 이미지형성 12
• 1) 이미지의 정의 13
• 2) 이미지의 기능 14
• 3. 학교생활 15
• 1) 학교의 정의 15
• 2) 학교의 목적과 기능 16
• 3) 학교생활의 중요성과 선행연구 18
• 4) 유치원과 학교의 연계성 20
• Ⅲ. 연구방법 25
• 1. 분석대상 25
• 2. 분석 내용 및 방법 28
• 1) 분석 내용 28
• 2) 분석 방법 30
• Ⅳ. 연구결과 32
• Ⅴ. 요약 및 논의 82
• 참고문헌 90
• 부록 100
• Abstract 154
• 표 목 차
• <표 1> 분석대상 그림책 목록 25
• <표 2> 학교에 대한 이미지 분석의 개념범주 28
• <표 3> 그림책에 나타난 학교 이미지의 범주별 출현정도 32
• <표 4> 학교에 대한 이미지를 나타내는 긍정적/부정적/중립적 표현 빈도 34
• <표 5> 각 그림책에 나타난 학교 이미지의 범주별 가치체계 35
• 그 림 목 차
• 〔그림 1〕 그림책에 나타난 학교 이미지의 범주별 출현정도 33
• 〔그림 2〕학교 이미지를 나타내는 범주별가치체계(긍정/부정/중립)도시화 35