교사의 언어 형태에 따른 유아의 언어 및 사고능력의 차이

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of the teacher's language pattern of the language and thinking ability of the child.
The study attempted to answer the following questions :

1. Does the teacher's language pattern influence the language and thinking ability of the child?
2. Does the teacher's language pattern influence the language and thinking ability of perception. analytic. synthitic. and reasoning skills of the child?
3. Does the difference between integrated and dominated group of language and thinking ability according to sex?
4. Does the difference between integrated and dominated group of perception, analytic, synthetic, and reasoning skills accrding to sex?

First, I sampled six kindergartens which were similar in group size, teacher - child ratio, and physical environmen. The language used by teacher was classified into 2 patterns : integrated and dominated. The language patterns used by the 6 teachers from different
kindergartens. The ratio of integrated and dominated language parttern out of the teacher's
languaged were calculated in order to decide the integrated or dominated languaged parrten of
each teacher, The most integrated and dominated teacher were selected from the six
teachers based on their integrated and dominated language ratio. From each group. thirty of
5 year-old children with similar background(parental education, income, marital status) were
selected and tested by “The Evaluation of Language and Thinking Ability of the Child”
Which was develope by Young Hee Ju. The data were analyzed by t-test.
The major results obtained from this study are summarized as follows :

1. The score of language and thinking ability of the children varies
remarkably according to the integrated pattern of the teachers.
2. The score of perception. analytic, synthetic, and reasoning skills of the children varies
remarkably according to the integrated pattern of the teachers.
3. Children of teachers with integrated language did not show any difference due to sex. But children of teachers with dominated language varies remarkably according to sex.
4. children of teachers with dominated language show perception and reasoning skills varies remarkable according to sex.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과 및 해석
• Ⅴ. 논의 및 결론