유치원과 초등학교 1학년 읽기·쓰기지도 실태와 연계성에 관한 교사의 인식과 개선방안 = Teacher Awareness About the Realities of Reading and Writing Education in Kindergarten and Elementary School First Grade and of its Articulated Education, and Their Reform Measures

다국어 초록 (Multilingual Abstract)

The purpose of this study was to be of use for mapping out more sequential, articulated reading and writing teaching method between kindergarten and elementary school first grader, by examining how reading and writing were actually taught in two institutes and what teacher thought about it. For that purpose, the following research questions were posed:
A. Are there any differences between kindergarten teachers and elementary school first-grade teachers in the view of the necessity of reading and writing guidance in kindergarten?
B. Are there any differences between reading and writing guidance level in kindergarten and the early stage of elementary school?
C. Are there any differences between reading and writing guidance methods in kindergarten and the early stage of elementary school?
D. Are there any articulated reading and writing guidances between kindergarten and elementary school first grade?
E. What are the ways to improve the articulated reading and writing education between kindergarten and elementary school first grade?
The subjects in this study were 360 randomly selected teachers, who included 70 teachers in charge of five-year-old classes from public kindergartens, 30 teachers in charge of the same-age classes from private kindergartens, and 160 first-grade teachers from public elementary schools, which were all under the control of the Gangwha, Nambu, Dongbu, and Bukbu Offices of Education in the city of Incheon.
The responses from 161 kindergarten teachers(81%) and 148 elementary school teachers(93%) were collected. So 309 questionnaires were chosen for analysis.
The instrument used in this study was questionnaire that modified what's used in earlier studies through advice of my professor and three preschool education specialists.
The collected data were analyzed by teacher group and in consideration of the posed research questions.
The findings of this study were as below:
First, the kindergarten and elementary school teachers investigated were highly aware of the necessity of reading and writing guidance in kindergarten. The necessity was more recognized by the elementary school teachers than by the kindergarten ones.
Second, the dominant opinion about the required reading and writing education level in kindergarten was that children should be able to read simple sentences and write simple words. But the kindergarten teachers asked a higher level of reading and writing education, compared to the elementary school teachers.
Third, both groups taught words and sentences together in kindergarten and the first stage of elementary school.
Fourth, although the kindergarten teachers had a slightly more understanding of elementary school curriculum, both groups didn't have a good understanding of each other's curriculum in general. The reading and writing education of kindergarten wasn't considered systematic and planned, and there wasn't sufficient articulated efforts between the two institutes, either. Actually, however, the reading and writing education of kindergarten was much useful for children in the early stage of elementary school.
Fifth, the subject titled 'We are the First Grade' was viewed positively by the elementary school first-grade teachers, as 24.7% of them found it relatively well organized. But that subject's letter guidance was neither well articulated with kindergarten nor between March and April after elementary school admission.
As a way to improve the articulated reading and writing education, both groups considered it needed to look for appropriate reading and writing teaching methods suitable for children's developmental stage, to find out how individual variance could be narrowed, and to develop multiple teaching materials and tools.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 문제 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 연계성의 개념 = 5
• 2. 아동의 발달 특징에 따른 연계성의 필요성 = 6
• 3. 유치원에서 읽기·쓰기 지도의 필요성 = 8
• 가. 읽기·쓰기에 대한 관점 = 8
• 나. 발달 단계로 본 읽기·쓰기 지도 = 8
• 4. 유치원에서 읽기·쓰기 지도 방법 = 12
• 가. 읽기 지도의 방법 = 12
• 나. 쓰기 지도의 방법 = 13
• 5. 유치원과 초등학교 1학년 교육과정에서의 읽기·쓰기 지도 = 14
• 가. 유치원 교육과정에서의 읽기·쓰기 지도 = 14
• 나. 초등학교 교육과정에서의 읽기·쓰기 지도 = 16
• 다. 유치원과 초등학교 교육과정에서의 읽기·쓰기 지도의 비교 = 18
• 6. 선행 연구의 고찰 = 19
• Ⅲ. 연구방법 = 22
• 1. 연구의 대상 및 표집 = 22
• 2. 연구 도구 = 22
• 3. 연구 절차 = 23
• 가. 예비조사 = 23
• 나. 본 조사 = 24
• 4. 자료 처리 = 24
• Ⅳ. 결과 및 해석 = 26
• 1. 유치원에서 읽기·쓰기 지도의 필요성에 대한 인식의 차이 = 26
• 2. 유치원과 초등학교 1학년 읽기·쓰기 지도 수준의 차이 = 31
• 3. 유치원과 초등학교 1학년 읽기·쓰기 지도 방법의 차이 = 38
• 4. 유치원과 초등학교의 상호 연계성에 대한 인식 = 44
• 5. 유치원과 초등학교 1학년 읽기·쓰기 지도의 연계를 위한 개선방안 = 46
• Ⅴ. 요약 및 결론 = 54
• 1. 요약 = 54
• 2. 결론 = 59
• 참고문헌
• 부록
• ABSTRACT