시 그림책 읽기에서 나타난 유아의 시각적 문해에 대한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine young children’s visual literacy responses that emerged while reading poetry picture books. Seven poetry picture books were selected as research materials, and seven children aged four and five years were observed reading these books with their primary caregivers. The parents video-recorded the reading sessions, and the researcher transcribed the recordings and categorized and analyzed common themes in the children’s responses related to visual literacy. The findings are as follows. First, the children discovered aesthetic elements such as lines, colors, shapes, and spaces in the illustrations, thereby engaging in foundational visual literacy experiences. Second, they recognized the complementary relationship between poetic language and images in an integrated manner and understood the meaning of the poem through visual cues in the illustrations. Third, they expanded their visual literacy by inferring hidden meanings through connections between poetry and images. Fourth, they used their imaginations to extend and fill narrative gaps based on the information perceived through visual literacy. This study suggests that poetry picture books can serve as an effective literary medium for fostering children’s critical thinking and imagination. Furthermore, they hold instructional potential in early childhood educational settings as teaching materials that enrich children’s cultural and artistic experiences through integrated engagement with poetry and visual literacy.