문학적 접근 프로그램과 학습지 접근 프로그램의 적용이 유아의 창의적 쓰기에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the differences in the creative factors in five-year-old children's writing in literature and basal based kindergarten classrooms. For these purposes, children's story writings were gathered and analyzed to assess the creative factors in their writing, using the rubric that the researcher developed. The participants in this eight-week study consisted of 50 kindergarteners in two kindergartens, one is using a literature based program and the other using a basal based program, in Pusan and Kimhae, respectively. However, only 47 cases were analyzed for the quantitative part of the study because one kindergartener moved during the research period and two children missed their writing sampling. In brief, the results of data analyses were as follows: a) In the literature based classroom, the children's scores in the literature based classroom significantly increased more than the children's scores in the basal based classroom for fluency (total number of words used), flexibility (adopt new information), and imagination (big change of story and personification). b) The scores of the children in the basal based classroom significantly increased more than the children's scores in the literature based classroom for flexibility (talk as a character or use " ").

국문 초록 (Abstract)

본 연구는 문학적 접근 프로그램과 학습지 접근 프로그램이 5세 유아의 창의적 쓰기 요소에 어떠한 영향을 미치는가를 알아보는 것을 목적으로 하였다. 연구 결과로는 문학적 접근 프로그램의 유아들이 유창성(쓰기에 사용된 전체 단어 수), 융통성(새로운 정보 적용하기), 상상력(이야기 흐름의 급전환, 의인화) 점수에서, 학습지 접근의 프로그램 유아들은 융통성(이야기 속의 인물로서 이야기하기 혹은 따옴표 사용하기) 점수에서 상대 집단보다 통계적으로 유의미하게 증가하였음이 나타났다.