이야기 나누기 시간에서 교사-유아의 언어적 상호작용 분석

다국어 초록 (Multilingual Abstract)

The study aims to analyze verbal interactions between teachers and preschoolers in circle time.

A total of 12 preschoolers at the age of three in B Day Care Center in Gwangju participated in the study. Participant observation in the circle time was conducted from July 2012 to October 2012 and in the meantime, data and documents for interviews with the preschoolers and teachers were collected and analyzed.

The results of the study are presented as follows.
1. It was learned that the class is carried out with more participation of the preschoolers when the preschoolers have prepared topics to share on their own prior to the class or shortly after the preschoolers returned from a field trip. In addition, the more the preschoolers understand the topic of a story, the more the class is led by the preschoolers.
2. The most frequently observed model during the circle time was the balanced interaction between the teacher and the preschoolers. Here, the teachers would use strategies to draw attention from the preschoolers, make them join the circle time activity, propose a model, support the preschoolers emotionally and make them understand a goal by asking them questions or giving an explanation about a topic of the class activity.
3. The teacher-oriented interaction during the circle time was mainly found when the preschoolers make trouble. In that case, as verbal strategies, the teachers would work out on the situation by telling a name of the preschooler, giving directions/warning or making direct intervention in the situation. As non-verbal strategies, the teachers would ignore the troubled preschooler, move the preschooler to other seat or eliminate the very cause of the problematic behavior.

According to the results of the analysis, the circle time is believed to be performed mainly by teachers. However, it was also learned that the class is fulfilling its duties satisfactorily as a field of education to develop various abilities of preschoolers. Diverse interactions between the teachers and the preschoolers will bring about highly positive results to the general early child education teaching and learning activities if the preschoolers are properly led to ‘the circle time’ under the direction of the teachers.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 교사-유아 이야기 나누기 6
• 1) 이야기 나누기의 교육적 가치 6
• 2) 교사-유아 이야기 나누기 8
• 3) 이야기 나누기에 관한 연구 10
• 2. 교사-유아 상호작용 12
• 1) 교사-유아 상호작용의 중요성 12
• 2) 교사-유아 상호작용 14
• 3) 교사-유아 상호작용에 관한 연구 17
• Ⅲ. 연구방법 20
• 1. 질적 연구 20
• 1) 질적 연구의 특성 20
• 2) 질적 연구의 기법 21
• 2. 참여자 선정 및 연구 진행 방법 22
• 1) 참여자 선정 22
• 2) 연구 진행 방법 23
• 3. 자료의 분석 23
• Ⅳ. 연구결과 25
• 1. 유아 주도적 상호작용 25
• 2. 교사-유아 간 균형적 상호작용 31
• 3. 교사-주도적 상호작용 42
• Ⅴ. 결론 51
• 1. 해석 및 논의 51
• 2. 제언 54
• * 참고문헌 55