만 5세 유아의 가정 문해 환경과 학습 준비도와의 관계 = The Relationship with Family Literacy Environment and Education Preparation of the Five-Year-Old Children.

다국어 초록 (Multilingual Abstract)

This study is about the relationship with education preparation degree and family literacy environment for five year old children and for this it is classified by the institute such as kindergarten, kindergarten attached to the elementary school, public children’s house and private children’s house, and then distributed the questionnaire for the five year old children and through these survey the education preparation degree was examined.
The tools for examination of the education preparation degree for children was used for the study tool developed by Park Hyejung(1987) and the examination tools for family literacy environment was used for the examination test designed by Fizgerald(1989), revised and supplemented by Yoon Youngeun(2010) and another children education professional. Accumulated materials are analyzed by SPSS WIN 17.0 program.
Analysing method was produced by the frequency and percentage rate for understanding of the characteristics for the study examiners, and was produced the Cronbach's alpha calculation for verification of the trustworthy for measuring tools.
The results described from this study was following.
Firstly, in the family literacy environment and education preparation degree, each family has prepared the educational materials in many quantities such as picture books, educational toys, but the real excercise with children such as listening music when sleeping, and direct activities was very lowered.
Secondly, in the family literacy environment and education preparation degree by educational institute and in case of the educational material, family with public children’s house has a higher acknowledgement for educational material and it was indicated a small differences in statistically. In case of play materials, parents of the children attending the kindergarten attached to the elementary school acknowledged the play materials of family the most highest, and, in case of the width of experience, parents of the children attending the private children’s house acknowledged the most highest, and in case of the allowing the play, parents of the children attending the kindergarten attached to the elementary school acknowledged the most highest, and in case of the model conduct and linguistic environment according to institute type, there were no big differences.
Thirdly, in case of the interactive relationship with family literacy environment and children’s education preparation degree, the more various and abundant in family environment, the more higher understanding was indicated. In conclusion, it is explained that the five year old children who has more preparation of various picture book and educational tools in their literacy environment has more understanding, exercise cooperation ability, and concept build, and these are interactive and static relationship each other.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 및 목적 ........................................................................... 9
• 2. 연구 문제 .................................................................................................... 11
• 3. 용어의 정의 .................................................................................................. 11
• Ⅱ. 이론적 배경
• 1. 학습 준비도 ................................................................................................ 13
• 1) 학습 준비도의 개념 ........................................................................... 13
• 2) 학습 준비도에 영향을 미치는 요인 ................................................. 15
• 3) 학습 준비도를 구성하는 하위 능력 ............................................... 17
• 2. 문해 환경 ................................................................................................... 20
• 1) 문해 환경의 정의 .................................................................................. 20
• 2) 가정 문해 환경의 개념 ...................................................................... 21
• 3) 가정 문해 환경이 학습준비도에 미치는 영향 ............................... 24
• Ⅲ. 연구방법
• 1. 연구대상 ....................................................................................................... 26
• 2. 연구도구 ....................................................................................................... 27
• 3. 측정도구의 신뢰도 ....................................................................................... 32
• 4. 연구절차 ......................................................................................................... 33
• 4. 자료분석 ......................................................................................................... 33
• Ⅳ. 연구결과 및 해석
• 1. 가정 문해 환경과 학습 준비도 ................................................................. 35
• 2. 기관 유형에 따른 가정 문해 환경과 학습 준비도 ............................ 41
• 3. 가정 문해 환경과 유아의 학습 준비도간의 상관관계 ...................... 45
• 4. 가정 문해 환경이 학습 준비도에 미치는 영향 .................................... 47
• Ⅴ. 논의 및 결론
• 1. 결론 ................................................................................................................. 52
• 2. 제언 ................................................................................................................. 55
• 참고문헌 ................................................................................................................. 56
• ABSTRACT ..................................................................................................... 61
• 부 록 ................................................................................................................ 69