만 2세 표준보육과정 의사소통영역의 이해 및 운영 실태 : 화성시를 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the teacher's perception and operation of communication part in The National Child care curriculum for children aged 2 and to provide basic information for the developed implementation of communication part.
121 teachers working for the child care institutions located in Hwa-sung city, Kyungee Province, participated in this study and teachers are grouped in four categories according to the institutional type: national, private, house, and workplace institutions.
The research instrument for this study was made with reference of previous studies on The National child care curriculum and the data collected were analyzed with methods : frequency analysis, one-way Anova, Scheffe post-hoc test, Pearson's correlation analysis, and descriptive statistics analysis.
The result of this study are summarized as followings:
First, the understanding of communication skills (characteristics, goals, and contents of communication skills) had nothing to do with implementation of communication skills (listening, speaking, reading, and writing) according to teacher's age, level of education and child-care career.
The teachers in their 20s showed high implementation in 'listening' and 'speaking' out of communication skills and there was a significant difference between teachers having 4-year university degree and those having certificate of child-care teacher training institutions. Also, in the implementation of listening, teachers with 2-year college degree showed higher scores than teachers with certificate.
Second, by the type of educational institutions, teachers of workplace institutions showed the highest scores in the understanding of communication skills, followed by teachers of national child care institutions. Also, teachers of workplace institutions showed the highest scores in the implementation of communication skills.
Third, those who responded they participated in the educational program for the standard child curriculum, showed highest scores both in understanding and implementation of communication skills.
Fourth, the relationship between understanding and implementation of communication skills was found. As the score of understanding increased, the frequency of implementation increased. In the implementation, the frequency of 4 skills was found in order: speaking, reading, listening, and writing.
Fifth, 'lack of time due to the excessive workload of teachers' and 'lack of communication specialized training or workshop' were found as barriers to implementation of communication skills.
On the contrary, 'excessive ratio of teacher-child' and 'lack of space and environment of educational institutions' were lowest barriers to communication implementation.

The effective operation of communication skills is important because it finally impacts on the infants' language development. The governmental policies and teachers' continual attention and commitment to the balanced development of all 4 functions in the daily activities of infants are needed.

목차 (Table of Contents)

• Ⅰ.서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 7
• 1. 언어발달 7
• 1) 영아의 언어발달과정 7
• 2) 교사-영아의 의사소통 10
• 2. 표준보육과정 14
• 1) 표준보육과정의 개발 14
• 2) 표준보육과정의 목적과 기본원리 15
• 3) 표준보육과정의 구체적 목표와 구성 16
• 3. 의사소통영역 18
• 1) 표준보육과정 의사소통영역 목표와 내용 18
• 2) 만 2세 표준보육과정 의사소통영역 목표와 내용 19
• Ⅲ. 연구방법 21
• 1. 연구 대상 21
• 2. 연구 도구 23
• 1) 의사소통영역 이해 측정도구 24
• 2) 의사소통영역 실행 측정도구 25
• 3) 의사소통영역 실행 장애요인 측정도구 26
• 3. 연구 절차 28
• 1) 예비조사 28
• 2) 본 조사 28
• 4. 자료 분석 28
• Ⅳ. 연구결과 30
• 1. 의사소통영역에 관한 이해 30
• 1) 의사소통영역 성격 30
• 2) 의사소통영역 목표 32
• 3) 의사소통영역 내용 34
• 2. 의사소통영역에 관한 실행 36
• 1) 의사소통영역의 듣기 37
• 2) 의사소통영역의 말하기 39
• 3) 의사소통영역의 읽기 41
• 4) 의사소통영역의 쓰기 43
• 3. 의사소통영역에 관한 이해와 실행 45
• 4. 의사소통영역에 관한 실행 장애요인 47
• Ⅴ. 결론 및 제언 49
• 1. 결론 49
• 2. 제언 52
• 3. 연구의 제한점 53
• 참고문헌 54
• 부 록 59
• Abstract 65