어린이집 교사의 말더듬에 대한 지식과 고정관념 연구

Abstract

Stuttering is known for its multifactorial nature and dynamics disorder in the cause and progress. In other words, stuttering is a speech disorder with various causes combined. This stuttering mostly starts between 2 and 5 years old. Children in this period mostly stayed at home, but nowadays, the time of staying in child-care institutions is increasing due to the expansion of women's role, an increase of kindergartens and child care centers and expansion of support system. The childcare institutions that children can contact the most are day-care centers, which are public education environment that children experience for the first time. In case of stuttering children, their fluency declines when inner-outer requirements exceed the capacity. The other requirements include fast speaking environment, frequent questions and the attitude that can't stand slow talk. Those who play a great role in adjusting these outer requirements are parents and teachers who spend a lot of time with them. The knowledge and prejudice of day-care teachers can have a great influence on stuttering children's progress and early intervention Therefore, this study researched whether there is difference of day-care center teachers' knowledge and prejudice according to their experience of stuttering education, along with correlation. Total 104 day-care teachers including 32 teachers with stuttering children experiences and 72 with no experience participated in this study. For checking the knowledge of stuttering, questions of ASK(Alabama Stuttering Knowledge test) used in precedent studies were compensated, revised and deleted and then new questions were made, total 21 questions of KSK(Korea Stuttering Knowledge Test) was developed and used. In addition, 25 items of Bipolar-Adjective Scale were also used with reference to the 25 questions that asked prejudice in the precedent study. The result of this study is as follows. First, there was no difference in childcare teachers' stuttering knowledge according to the experience of stuttering education. Regarding each question, on the question 16 'Parents' intervention can be helpful to preschool children's stuttering.', the scores of the teachers' group with experience were significantly high. Through this, the teachers group with experience showed low recognition on the importance of environmental aspect in the progress of stuttering. In other words, it is difficult to expect improvement of stuttering knowledge only by the experience of stuttering education. Second, there was no significant difference in the comparison of childcare teachers' prejudice on stuttering according to whether they had experiences or not. However, both the two groups showed negative prejudices on stuttering children showing less than 3 points. Regarding each question, the group with no experience had prejudice that stuttering children more sensitive and perfectionists. In addition, the group with the experience had prejudice that stuttering children less flexible. The result of analyzing the difference between the two groups by classifying adjectives at each score range showed that the group with no experience of stuttering children displayed less than 3 points in four questions of 'sensitive-mild, noncooperative-cooperative, depressed-pleasant, quiet-noisy, 'perfect-careless', showing negative prejudice on stuttering children. Third, regarding the correlation of day-care teachers' knowledge and prejudice on stuttering, both the two groups had no correlation. This result confirmed that knowledge on stuttering can't relieve the prejudice. When the above results are integrated, the fact there is no difference in knowledge and prejudice according to the experience of stuttering children · confirms that only the experience of stuttering children can't bring about a big change in the knowledge and prejudice of stuttering. This implies that the knowledge and prejudice can be improved through the process of conveying accurate information rather than experiences. Therefore, speech therapists should play an active role in giving accurate knowledge and positive recognition about stuttering to day-care teachers who educate stuttering children through such activities as providing education or relevant information. The study on day-care teachers' knowledge and prejudice about stuttering is expected to find out what information should be conveyed and educated, and furthermore to be applied to the influence on enhanced knowledge and positive prejudice of stuttering.