만 5세 학급에서 이루어진 글 없는 그림책 경험에 관한 실행연구 = An Action Research on the Use of Wordless Picture Books in a Five-Year-Olds’ Classroom

다국어 초록 (Multilingual Abstract)

This study was conducted as action research on the experiences of wordless picture books in a class of five-year-olds. The purpose of this study was to examine the process of teacher support and its significance as teachers and children in a five-year-old class, engaged with five different wordless picture books for the first time. The participants were a teacher with a bachelor’s degree in early childhood education and 11 years of teaching experience, along with 27 five-year-old children from a kindergarten located in D metropolitan city. Following the typical procedures of action research, the study proceeded through a cyclical process of planning, action, observation, and reflection. Data were collected and analyzed from the teacher’s observation records, interviews, journals, activity photographs, and video recordings.
The findings of the study were as follows. First, the teacher demonstrated a shift in perception regarding wordless picture books, recognizing that different approaches are needed depending on each book’s characteristics. Second, the study revealed the importance of teacher intervention and interaction in activities involving wordless picture books. Third, the teacher’s sense of efficacy regarding wordless picture books increased. This study is significant because it provides practical examples of applying various types of wordless picture books, offering meaningful implications for teachers in the field.