프로젝트 스펙트럼의 언어활동이 유아의 언어능력과 창의성에 미치는효과

Abstract

ABSTRACT

The Effect of Project Spectrum Linguistic Activities on Young Children's Linguistic Ability and Creativity

Park, Yun Advisor: Prof. Park, Joosung, Ph.D. Department of Education Graduate School Chosun University

The purpose of this study is to examine the effect of the Project Spectrum linguistic activities based on Gardner's multiple intelligence theory on young children's linguistic ability and creativity. Two research questions were established for this study. First, what is the effect of Project Spectrum linguistic activities on young children's language ability? Second, what is the effect of the Project Spectrum linguistic activities on young children's creativity? The participants of this study were 80 of 5-year-old young children in two groups. They were divided and assigned equally into two groups, an experimental group(26 boys and 14 girls) and a control group(22 boys and 18 girls). While the experimental group was engaged in the Project Spectrums linguistic activities for 15 weeks, the control group was engaged in kindergarten curriculum linguistic activities. The Figural forms(A type for pretest, B type for posttest) of TTCT were used to measure the creativity, and detailed evaluation criteria for linguistic activities were developed and used to measure the language ability. SPSS statistical program was used to analyze collected data. Statistical methods used to analyze the data are as follows. First, t-test was used to see if two groups was homogeneous in pretest scores of language ability and creativity. Second, ANCOVA with pre-test controlled was conducted to see if post-test scores of language ability and creativity had differences between two groups. Significant probability used in this research was α=.05. The results of this study are as follows. First, the mean differences of pre-test between two groups of Project Spectrum linguistic activities on young children's linguistic ability were .85, 1.35, .35, but the differences were not statistically significant. In post-test, after the result of analysis of covariance, pre-test does not affect post-test as a parameter on the effect of total listening between two groups. But there existed statistically significant difference (F=99.632, p<.001) on the effect of total listening between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's listening ability. On the effect of total speaking, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=29.594, p<.001) in the on the effect of total speaking between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's speaking ability. On the effect of total reading and writing, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=35.581, p<.001) in the on the effect of total speaking between two groups with pre-test excluded. Accordingly, Project Spectrum linguistic activities affect on young children's reading and writing ability (F=95.895, p<.001). Second, on the result of Project Spectrum linguistic activities on young children between two groups, it was revealed that young children of control group with linguistic activity develop creativity more than young children of control group without linguistic activity. But it was revealed that it did not affect on improvement of abstraction of young children. On the difference of two groups on fluency, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=100.25, SD=3.19) and control group (M=99.85, SD=3.05). But there were much difference between the pre-test of mean in experimental group (M=112.60, SD=7.31) and control group (M=101.00, SD=2.51), which means that Project Spectrum linguistic activities affect on the fluency. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=46.620, p<.001), which means that project spectrum linguistic activities affect on young children's fluency. On the difference of two groups on ingenuity, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.35, SD=15.43) and control group (M=90.65, SD=13.29). But there were much difference between the post-test of mean in experimental group (M=122.00, SD=13.07) and control group (M=100.70, SD=11.19), which means that there were much improvement in the ingenuity. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=35.398, p<.001), which means that Project Spectrum affects linguistic activity young children's ingenuity. On the difference of two groups on originality, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=78.35, SD=8.74) and control group (M=77.405, SD=8.80). But there were much difference between the post-test of mean in experimental group (M=83.25, SD=7.02) and control group (M=100.70, SD=11.19), which means that there were much improvement in the originality. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significant difference (F=23.309, p<.001), which means that Project Spectrum linguistic activities affect on young children's originality. In the difference of two groups on abstraction, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.95, SD=9.58) and control group (M=91.65, SD=9.26). Also, there weren't much difference between the post-test of mean in experiment group (M=98.50, SD=10.47) and control group (M=94.80, SD=8.86), which means that there were much improvement in the abstraction. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed no statistically significant difference (F=1.531, p>.05), which means that Project Spectrum linguistic activity doesn't affects young children's abstraction. In the difference of two groups on resistance about hasty conclusion, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=59.85, SD=10.90) and control group (M=60.15, SD=10.81). But, there were much difference between the post-test of mean in experimental group (M=86.80, SD=9.29) and control group (M=65.80, SD=9.63). After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there was no statistical significance (F=61.319, p<.001), which means that Project Spectrum linguistic activities did not affect on young children's resistance to hasty conclusion.