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    포스트모던 그림책 파라텍스트의 특성 및 기능 연구 : 유아의 그림책 읽기 과정을 중심으로 = (A) study on the features and functions of the paratext in postmodern picturebooks : focused on the process of young children's reading postmodern picturebooks

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    https://www.riss.kr/link?id=T12398460

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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    The purpose of this study was to explore features of the paratext in postmodern picturebooks and to understand the functions of the paratext during young children's reading postmodern picturebooks.
    The study addressed these research questions: (1) It explores the features of the paratext in postmodern picturebooks. (2) It explores the functions of the paratext in postmodern picturebooks by analyzing contexts of young children's reading.
    The research methodology employed the content analysis of paratexts in 12 postmodern picturebooks for the research question 1. And for research question 2, 20 young children and a teacher of 'Dasom Class' in D child care center were participants. The qualitative data were gathered through the classroom observation, semi-structured interviews with 20 young children and the teacher, field notes, and other materials. The collected data were then analyzed and interpreted using the hermeneutic approach.

    The results of this study are summarized as follows.
    As for the research question 1, the paratexts in postmodern picturebooks served to boost the unity of the books by harmonious combination with the text, to enrich the reading experiences of readers, to highlight the multidimensional narrative structure, to facilitate reader participation and finally to show the variable function of the paratexts.
    Concerning the research question 2, first, the paratexts in postmodern picturebooks provided a new framework by which the participants in this study changed their reading practices. The paratexts had an impact on the reading patterns of young children and of their teacher. In the past, they just focused on letters during their reading, because they got to pay attention to both of letters and pictures. The young children came to find it delightful to read books spontaneously, no longer they considered as a part of the daily routine schedule. Moreover, teachers in D care center reflected on themselves, and the parents got to have more interest in picturebook reading and realized that picturebooks were literary works, not mere teaching materials for reading.
    Second, the paratexts in postmodern picturebooks stimulated the participants to find the world of play in picturebooks. The young children got to start playing by using the material characteristics of the paratexts and to find their own play in the course of exploring the material characteristics of the paratexts in detail. Thus, they were able to find their own unique play in picturebooks, and they learned to play by utilizing the relationship between the texts and paratexts in the picturebooks, and to extend their play by linking different books. Like this, they were able to create new sorts of play while they read the picturebooks.
    Finally, the paratexts in postmodern picturebooks enabled the participants to read picturebooks with multidimensional angles. They got to perceive and understand the diverse materials and techniques of the picturebooks, and they came to show interest in the artistry of the picturebooks in that process. They woke up to the facts that there were people who made picturebooks, and that they also could make picturebooks on their own. Also, they got cognizant of the commercial attributes of picturebooks and looked at the books as goods affected by fashion, and they consequently understood that picturebooks were a product of culture.

    According to the above results of this study, following discussions can be presented.
    First, the paratexts in postmodern picturebooks allow the young children to find the world of picturebooks in which there are various pleasure and delight. The postmodern picturebooks can function as playful texts through their paratexts and encouraged the young children to acquire experience in aesthetic reading, and they consequently get to find it joyful to read picturebooks. Hence the paratexts in the postmodern picturebooks can make a contribution to the improvement of literary understanding of readers.
    Second, the young children have chances to interpret the meaning of the postmodern picturebooks in groups, and that process is one of vital elements for their understanding and enjoyment of postmodern picturebooks. Young children are able to become good readers by being exposed to the challenging and complex contents and paratexts in picturebooks and through constant interaction with their peers.
    Third, teachers should play various roles for young children enjoy the paratexts in postmodern picturebooks. They should first understand and enjoy picturebooks and then make efforts to offer a wide variety of picturebooks to young children. To make it happen, the development of teacher education programs is required.
    Fourth, the aesthetic picturebook reading is evidently possible for young children in early childhood education institutions. What makes it possible is response-centered literary education that is based on a reader response theory. Response-centered literary education puts emphasis on young children's individual responses and literary experiences, is expected to suggests some of the right directions for early childhood literary education and boosts interaction among writers, their works and young children.
    번역하기

    The purpose of this study was to explore features of the paratext in postmodern picturebooks and to understand the functions of the paratext during young children's reading postmodern picturebooks. The study addressed these research questions: (1) It ...

    The purpose of this study was to explore features of the paratext in postmodern picturebooks and to understand the functions of the paratext during young children's reading postmodern picturebooks.
    The study addressed these research questions: (1) It explores the features of the paratext in postmodern picturebooks. (2) It explores the functions of the paratext in postmodern picturebooks by analyzing contexts of young children's reading.
    The research methodology employed the content analysis of paratexts in 12 postmodern picturebooks for the research question 1. And for research question 2, 20 young children and a teacher of 'Dasom Class' in D child care center were participants. The qualitative data were gathered through the classroom observation, semi-structured interviews with 20 young children and the teacher, field notes, and other materials. The collected data were then analyzed and interpreted using the hermeneutic approach.

    The results of this study are summarized as follows.
    As for the research question 1, the paratexts in postmodern picturebooks served to boost the unity of the books by harmonious combination with the text, to enrich the reading experiences of readers, to highlight the multidimensional narrative structure, to facilitate reader participation and finally to show the variable function of the paratexts.
    Concerning the research question 2, first, the paratexts in postmodern picturebooks provided a new framework by which the participants in this study changed their reading practices. The paratexts had an impact on the reading patterns of young children and of their teacher. In the past, they just focused on letters during their reading, because they got to pay attention to both of letters and pictures. The young children came to find it delightful to read books spontaneously, no longer they considered as a part of the daily routine schedule. Moreover, teachers in D care center reflected on themselves, and the parents got to have more interest in picturebook reading and realized that picturebooks were literary works, not mere teaching materials for reading.
    Second, the paratexts in postmodern picturebooks stimulated the participants to find the world of play in picturebooks. The young children got to start playing by using the material characteristics of the paratexts and to find their own play in the course of exploring the material characteristics of the paratexts in detail. Thus, they were able to find their own unique play in picturebooks, and they learned to play by utilizing the relationship between the texts and paratexts in the picturebooks, and to extend their play by linking different books. Like this, they were able to create new sorts of play while they read the picturebooks.
    Finally, the paratexts in postmodern picturebooks enabled the participants to read picturebooks with multidimensional angles. They got to perceive and understand the diverse materials and techniques of the picturebooks, and they came to show interest in the artistry of the picturebooks in that process. They woke up to the facts that there were people who made picturebooks, and that they also could make picturebooks on their own. Also, they got cognizant of the commercial attributes of picturebooks and looked at the books as goods affected by fashion, and they consequently understood that picturebooks were a product of culture.

    According to the above results of this study, following discussions can be presented.
    First, the paratexts in postmodern picturebooks allow the young children to find the world of picturebooks in which there are various pleasure and delight. The postmodern picturebooks can function as playful texts through their paratexts and encouraged the young children to acquire experience in aesthetic reading, and they consequently get to find it joyful to read picturebooks. Hence the paratexts in the postmodern picturebooks can make a contribution to the improvement of literary understanding of readers.
    Second, the young children have chances to interpret the meaning of the postmodern picturebooks in groups, and that process is one of vital elements for their understanding and enjoyment of postmodern picturebooks. Young children are able to become good readers by being exposed to the challenging and complex contents and paratexts in picturebooks and through constant interaction with their peers.
    Third, teachers should play various roles for young children enjoy the paratexts in postmodern picturebooks. They should first understand and enjoy picturebooks and then make efforts to offer a wide variety of picturebooks to young children. To make it happen, the development of teacher education programs is required.
    Fourth, the aesthetic picturebook reading is evidently possible for young children in early childhood education institutions. What makes it possible is response-centered literary education that is based on a reader response theory. Response-centered literary education puts emphasis on young children's individual responses and literary experiences, is expected to suggests some of the right directions for early childhood literary education and boosts interaction among writers, their works and young children.

    더보기

    목차 (Table of Contents)

    • Ⅰ. 서 론 1
    • 1. 연구의 필요성과 목적 1
    • 2. 연구내용 9
    • 3. 용어의 정의 9
    • Ⅰ. 서 론 1
    • 1. 연구의 필요성과 목적 1
    • 2. 연구내용 9
    • 3. 용어의 정의 9
    • Ⅱ. 이론적 배경 11
    • 1. 그림책의 이해 11
    • 2. 포스트모더니즘과 그림책 21
    • 3. 그림책 파라텍스트의 이해 32
    • 4. 유아의 그림책 읽기 과정과 파라텍스트 56
    • Ⅲ. 연구방법 69
    • 1. 포스트모던 그림책 파라텍스트의 특성 분석 70
    • 2. 포스트모던 그림책 파라텍스트의 기능 탐색 75
    • Ⅳ. 연구결과 100
    • 1. 포스트모던 그림책 파라텍스트의 특성 100
    • 2. 포스트모던 그림책 파라텍스트의 기능 131
    • Ⅴ. 요약 및 논의 224
    • 1. 요약 224
    • 2. 논의 226
    • 참고문헌 243
    • 부록 264
    • Abstract 286
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    참고문헌 (Reference)

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