The purpose of this study was to develop a basic learning skills test for young children. In order to achieve this goal, the following research tasks were investigated: 1. Identification of major factors of basic learning skills for young children. 2....
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RISS 인기검색어
https://www.riss.kr/link?id=T11983175
- 저자
-
발행사항
대전 : 충남대학교 대학원, 2010
-
학위논문사항
학위논문(박사) -- 충남대학교 대학원 , 교육학과 교육심리 및 교육과정 전공 , 2010. 2
-
발행연도
2010
-
작성언어
한국어
-
DDC
370 판사항(22)
-
발행국(도시)
대전
-
기타서명
(A) Study on the Development of a Basic Learning Skills Test for Young Children
-
형태사항
vii, 167 p. : 도표 ; 26cm.
-
일반주기명
충남대학교 논문은 저작권에 의해 보호받습니다.
지도교수:이종승
부록 : 1.유아의 기본학습기능 진단검사. -- 2.유아의 기본학습기능(사회적 기술) 진단검사. -- 3.유아의 기본학습기능 진단검사 기록용지. -- 4.유아의 기본학습기능 진단검사 반응지. -- 5.유아의 기본학습기능 진단검사 실시 지침. -- 6.유아의 기본학습기능 진단검사 개발연구를 위한 설문지. -- 7.유아의 기본학습기능 진단검사 문항적절성 검토 설문지. -- 8.유아의 기본학습기능 영역별 문항적절성 검토 결과
참고문헌 : p.107-116 -
소장기관
- 국립중앙도서관
- 충남대학교 도서관
- 국립중앙도서관
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0
상세조회 -
0
다운로드
부가정보
다국어 초록 (Multilingual Abstract)
The purpose of this study was to develop a basic learning skills test for young children. In order to achieve this goal, the following research tasks were investigated:
1. Identification of major factors of basic learning skills for young children.
2. Development of a Basic Learning Skills Test(BLST) for young children, analyses of the test items, and examination of reliability and validity of the test.
3. Setting up the achievement levels of the BLST.
4. Analyses of young children's developmental trends based on the BLST performance.
This study was largely divided into two parts: firstly, identification of major factors of basic learning skills for young children, and then secondly, development of a BLST based on the result of the first part. The major factors of basic learning skills were identified through review of related literature, analyses of existing tests, and consultation with experts in early childhood education. Subcategories of the BLST were set up based on the major factors of basic learning skills, and a tentative form of the BLST was developed.
The participants of this study were 363 3？`6 years old children sampled from kindergartens and child-care centers in the cities of D, K, N, and G. The tentative form of the BLST was adminiatered to the participants, and among them 90 children were received an existing basic learning skills test and K-WPPSI for concurrent validity of the BLST. Another 90 children were re-tested after two weeks for the test-retest reliability of the BLST.
The present researcher and three graduate students administered all of the tests to the participants. The data were statistically analyzed by the methods of frequency analysis, independent t-test, correlation, and one-way ANOVA. The major findings of this study were as follows:
(1) Analyses of related literature and existing tests of basic learning skills for young children, and consultations with professionals in this area confirmed that the main factors of basic learning skills are listening and speaking, writing, reading, mathematics, and social skills.
(2) Through three steps of preliminary tests, the final BLST was developed. The BLST consisted of 15 items of listening & speaking, 13 items of reading, 7 items of writing, 18 items of mathematics, and 30 items of social skills.
(3) In all test items of the BLST, test scores marked higher as the children's ages increased. The differences in the average scores between the upper and lower groups were statistically significant in all test items except 5 items of listening and speaking.
(4) Cronbach ⍺ of the BLST was .95, and test-retest reliability of the BLST was .96 (in the case of social skills test, .94 and .65, respectively). The criterion-related validities of the BLST turned out to be .75？`.91. Also, the test results of the BLST were corresponded to those empirically estimated by the teachers of the young children.
(5) On the basis of the total scores (100 points if all scored), 85 points or above were classified as 'satisfactory', 35？`84 points were marked as 'moderate', and 34 points or below as 'unsatisfactory'.
(6) The mean differences of the BLST in all age groups were statistically significant on the level of 1%. And the developmental tendency was clear that the average scores of the BLST turn out to be higher as the children grow older.
Based on the findings of this study, the following conclusions can be made:
First, listening and speaking, reading, writing, mathematics, and social skills can be regarded as the major factors of basic learning skills for young children.
Second, the reliability and validity of the BLST developed by the present researcher seem to be satisfactory.
Third, the basic learning skills of young children appear to be developmental as the children's age increases.
The BLST developed for this study is expected to be a useful diagnostic tool for evaluating pre-school children's basic learning skills. In particular, the BLST can be used to identify the satisfactory and unsatisfactory areas of young children's basic learning skills by marking individual scores on their achievement levels.
1. Identification of major factors of basic learning skills for young children.
2. Development of a Basic Learning Skills Test(BLST) for young children, analyses of the test items, and examination of reliability and validity of the test.
3. Setting up the achievement levels of the BLST.
4. Analyses of young children's developmental trends based on the BLST performance.
This study was largely divided into two parts: firstly, identification of major factors of basic learning skills for young children, and then secondly, development of a BLST based on the result of the first part. The major factors of basic learning skills were identified through review of related literature, analyses of existing tests, and consultation with experts in early childhood education. Subcategories of the BLST were set up based on the major factors of basic learning skills, and a tentative form of the BLST was developed.
The participants of this study were 363 3？`6 years old children sampled from kindergartens and child-care centers in the cities of D, K, N, and G. The tentative form of the BLST was adminiatered to the participants, and among them 90 children were received an existing basic learning skills test and K-WPPSI for concurrent validity of the BLST. Another 90 children were re-tested after two weeks for the test-retest reliability of the BLST.
The present researcher and three graduate students administered all of the tests to the participants. The data were statistically analyzed by the methods of frequency analysis, independent t-test, correlation, and one-way ANOVA. The major findings of this study were as follows:
(1) Analyses of related literature and existing tests of basic learning skills for young children, and consultations with professionals in this area confirmed that the main factors of basic learning skills are listening and speaking, writing, reading, mathematics, and social skills.
(2) Through three steps of preliminary tests, the final BLST was developed. The BLST consisted of 15 items of listening & speaking, 13 items of reading, 7 items of writing, 18 items of mathematics, and 30 items of social skills.
(3) In all test items of the BLST, test scores marked higher as the children's ages increased. The differences in the average scores between the upper and lower groups were statistically significant in all test items except 5 items of listening and speaking.
(4) Cronbach ⍺ of the BLST was .95, and test-retest reliability of the BLST was .96 (in the case of social skills test, .94 and .65, respectively). The criterion-related validities of the BLST turned out to be .75？`.91. Also, the test results of the BLST were corresponded to those empirically estimated by the teachers of the young children.
(5) On the basis of the total scores (100 points if all scored), 85 points or above were classified as 'satisfactory', 35？`84 points were marked as 'moderate', and 34 points or below as 'unsatisfactory'.
(6) The mean differences of the BLST in all age groups were statistically significant on the level of 1%. And the developmental tendency was clear that the average scores of the BLST turn out to be higher as the children grow older.
Based on the findings of this study, the following conclusions can be made:
First, listening and speaking, reading, writing, mathematics, and social skills can be regarded as the major factors of basic learning skills for young children.
Second, the reliability and validity of the BLST developed by the present researcher seem to be satisfactory.
Third, the basic learning skills of young children appear to be developmental as the children's age increases.
The BLST developed for this study is expected to be a useful diagnostic tool for evaluating pre-school children's basic learning skills. In particular, the BLST can be used to identify the satisfactory and unsatisfactory areas of young children's basic learning skills by marking individual scores on their achievement levels.
The purpose of this study was to develop a basic learning skills test for young children. In order to achieve this goal, the following research tasks were investigated:
1. Identification of major factors of basic learning skills for young children.
2. Development of a Basic Learning Skills Test(BLST) for young children, analyses of the test items, and examination of reliability and validity of the test.
3. Setting up the achievement levels of the BLST.
4. Analyses of young children's developmental trends based on the BLST performance.
This study was largely divided into two parts: firstly, identification of major factors of basic learning skills for young children, and then secondly, development of a BLST based on the result of the first part. The major factors of basic learning skills were identified through review of related literature, analyses of existing tests, and consultation with experts in early childhood education. Subcategories of the BLST were set up based on the major factors of basic learning skills, and a tentative form of the BLST was developed.
The participants of this study were 363 3？`6 years old children sampled from kindergartens and child-care centers in the cities of D, K, N, and G. The tentative form of the BLST was adminiatered to the participants, and among them 90 children were received an existing basic learning skills test and K-WPPSI for concurrent validity of the BLST. Another 90 children were re-tested after two weeks for the test-retest reliability of the BLST.
The present researcher and three graduate students administered all of the tests to the participants. The data were statistically analyzed by the methods of frequency analysis, independent t-test, correlation, and one-way ANOVA. The major findings of this study were as follows:
(1) Analyses of related literature and existing tests of basic learning skills for young children, and consultations with professionals in this area confirmed that the main factors of basic learning skills are listening and speaking, writing, reading, mathematics, and social skills.
(2) Through three steps of preliminary tests, the final BLST was developed. The BLST consisted of 15 items of listening & speaking, 13 items of reading, 7 items of writing, 18 items of mathematics, and 30 items of social skills.
(3) In all test items of the BLST, test scores marked higher as the children's ages increased. The differences in the average scores between the upper and lower groups were statistically significant in all test items except 5 items of listening and speaking.
(4) Cronbach ⍺ of the BLST was .95, and test-retest reliability of the BLST was .96 (in the case of social skills test, .94 and .65, respectively). The criterion-related validities of the BLST turned out to be .75？`.91. Also, the test results of the BLST were corresponded to those empirically estimated by the teachers of the young children.
(5) On the basis of the total scores (100 points if all scored), 85 points or above were classified as 'satisfactory', 35？`84 points were marked as 'moderate', and 34 points or below as 'unsatisfactory'.
(6) The mean differences of the BLST in all age groups were statistically significant on the level of 1%. And the developmental tendency was clear that the average scores of the BLST turn out to be higher as the children grow older.
Based on the findings of this study, the following conclusions can be made:
First, listening and speaking, reading, writing, mathematics, and social skills can be regarded as the major factors of basic learning skills for young children.
Second, the reliability and validity of the BLST developed by the present researcher seem to be satisfactory.
Third, the basic learning skills of young children appear to be developmental as the children's age increases.
The BLST developed for this study is expected to be a useful diagnostic tool for evaluating pre-school children's basic learning skills. In particular, the BLST can be used to identify the satisfactory and unsatisfactory areas of young children's basic learning skills by marking individual scores on their achievement levels.
목차 (Table of Contents)
- ？T. 서론 1
- A. 연구의 필요성 및 목적 1
- B. 연구의 내용 4
- C. 용어의 정의 5
- D. 연구의 범위와 한계 7
- ？T. 서론 1
- A. 연구의 필요성 및 목적 1
- B. 연구의 내용 4
- C. 용어의 정의 5
- D. 연구의 범위와 한계 7
- ？U. 이론적 배경 9
- A. 유아의 기본학습기능의 개념 9
- B. 유아의 기본학습기능 11
- C. 유아의 기본학습기능 측정도구 20
- D. 성취수준 설정 29
- ？V. 연구방법 및 절차 33
- A. 유아의 기본학습기능 주요 구성요인 탐색 과정 34
- 1. 관련 문헌 고찰 및 측정도구 분석 34
- 2. 설문조사 및 분석 35
- 3. 전문가 협의 및 검토 35
- 4. 유아의 기본학습기능 주요 구성요인 탐색 36
- B. 유아의 기본학습기능 진단검사 개발 및 양호도 분석 과정 36
- 1. 기본학습기능 진단검사 1차 시안 개발 36
- 2. 기본학습기능 진단검사 1차 예비검사 및 분석 41
- 3. 기본학습기능 진단검사 2차 시안 개발 43
- 4. 기본학습기능 진단검사 2차 예비검사 실시 및 분석 43
- 5. 기본학습기능 진단검사 3차 시안 개발 47
- 6. 기본학습기능 진단검사 3차 예비검사 실시 및 분석 48
- 7. 기본학습기능 진단검사 최종안 확정 및 분석 48
- ？W. 연구 결과 53
- A. 유아의 기본학습기능 주요 구성요인 53
- B. 유아의 기본학습기능 진단검사의 개발, 문항 양호도 분석, 신뢰도와 타당도 확인 70
- 1. 기본학습기능 진단검사 개발 70
- 2. 기본학습기능 진단검사의 문항 양호도 분석 71
- 3. 신뢰도 79
- 4. 타당도 81
- C. 성취수준별 분할점수 설정 86
- 1. 성취수준 설정 86
- 2. 성취수준별 분할점수 산출 87
- D. 유아의 기본학습기능의 연령별 발달경향 분석 91
- 1. 연령별 검사점수 평균차이 검증 91
- 2. 연령별 기본학습기능 성취수준 도달 비율 93
- ？X. 논의 및 결론 99
- A. 논의 99
- B. 결론 104
- C. 제언 105
- 참고문헌 107
- Abstract 117
- 부 록 121
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