균형적인 읽기·쓰기 프로그램이 유아의 언어 및 사고능력 발달에 미치는 효과 = EFFECTS OF BALANCED READING AND WRITING PROGRAM ON THE INFANT'S LANGUAGE AND THINKING ABILITY

다국어 초록 (Multilingual Abstract)

EFFECTS OF BALANCED READING AND WRITING PROGRAM ON THE INFANT'S LANGUAGE AND THINDING ABILITY
Park, Si Joo
Major in Early Childhood Education The Graduate School of Education Catholic University of Daegu
(Supervised by professor Shin, Wan Soo)
(Abstract)
The purpose of study is to review what effect on the infants' development of Language and thinking ability will their activities by reading and writing program have?
To this end, the following subjects are selected.
1. Is there a difference of the infants' language and thinking ability between the group applied by balanced reading and writing program and the comparative group.
2. Is there a difference of the infants' analytic function between them.
3. Is there a difference of the reasoning function between them.
4. Is there a difference of the synthetic function between them.
The kindergarten sttached to P primary school which has 40 infanto - average age 5. 6 years - is selected as the objct of this research.
It's class is composed of 20 infant's and balanced reading and writing program is applied to one group as a simulation group, while the established traditional reading and writing program is appled to the other group as a comparative group for 8 weeks - from 25. 4 2001 to 5. 7. 2001
Both balanced reading and writing program(1999) revised and added by me and the test of language and thinking ability(1982) are used as the tools of this research.
To test the homogeneity between them, protest through testing of language and thinking ability was performed during 3 weeks from 25. 4. 2001 to 4. 5. 2001.
Post-test of balanced reading and writing program to the simulation group (through the same method) was performed during 2 weeks from 12. 9. 2001 to 26. 9. 2001.
for statistical treatment, T test, which follows getting average and standard deviation, was performed on the basis of the subject.
The out cones of tesearch are as follows
1. according to the post-testing of language and thinking ability, balanced reading and writing program. shows a statistically meaningful effect.
① Balanced reading and writing program shows an meaningful difference of both of them. In the development of sense-based function - one of the subordinates of language and thinking ability but the increasing rate of the simulation group is a little higher them that of the comparative group.
Therefore, balanced reading-writing programs have an effect on sense-based function - one of to subordinates of language and thinking ability development<p<.05>.
② Balanced reading and writing program shows an meaningful difference of both of them. In the development of sense-based function - one of the subordinates of language and thinking ability but the increasing rate of the simulation group is a little higher them that os the comparative group.
Therefore, they have on considerable effect on the increasing of analytical function one of the subordinates of language and thinking ability development <p<.05>.
③ The effect on the increasing of reasoning function on of the subordinates of language and thinking ability<p<.05>.
④ Balanced reading and writing program shows an meaningful difference of both of them. In the development of sense-based function - one of the subordinates of language and thinking ability but the increasing rate of the simulation group is a slittle higher them that of the comparative group.
Therefore, they have on great effect on the increasing of synthetic function - one of the subordinates of language and thinking ability<p<.05>.

목차 (Table of Contents)

• 목차
• (Abstract)
• I. 서론 = 1
• 1. 연구문제 진술 = 1
• 2. 연구의 중요성 = 5
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 9
• 5. 연구의 가정 = 10
• II. 이론적 배경 및 선행연구 고찰 = 11
• 1. 유아의 읽기 및 쓰기 발달 = 11
• 2. 균형적인 읽기·쓰기 프로그램 = 15
• 3. 유아의 언어 및 사고능력 발달 = 18
• 4. 균형적인 읽기·쓰기 프로그램과 유아의 언어 및 사고 능력의 발달 = 19
• 5. 연구 가설 = 20
• III. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 21
• 3. 연구 절차 = 28
• 4. 통계 처리 = 31
• IV. 결과 = 32
• 1. 읽기·쓰기 프로그램이 유아의 언어 및 사고 능력에 미치는 효과 = 32
• 가. 언어 및 사고능력 발달에서 실험·비교집단간의 차이 검증 = 32
• 나. 언어 및 사고능력의 하위 요인별 차이 검증 = 38
• V. 논의 = 41
• 1. 논의 = 41
• 2. 결론 = 45
• 3. 제언 = 46
• ＊참고 문헌 = 47
• ＊부록-1 = 49
• ＊부록-2 = 60