동화책 읽어주기 접근법이 유아의 문해능력과 창의성에 미치는 영향

Abstract

ABSTRACT

The Effect of Reader Stance on Young Children's Emergent Literacy and Creativity

Jung, Bok-Hee Advisor: Prof. Park, Joosung, Ph. D. Department of Education Graduate School Chosun University

The purpose of this study is to examine the effects of reader stance(aesthetic, efferent) on young children's emergent literacy and creativity. Three research questions were established for this study. First, will the aesthetic approach and efferent approach in reading fairy tales affect on young children's emergent literacy(comprehensive ability, writing ability, vocabulary ability)? Second, will the aesthetic approach and efferent approach in reading fairy tales affect on young children's creativity(fluency, flexibility, originality, imagination)? Third, will gender of young children in the method of aesthetic approach and efferent approach in reading fairy tales affect on young children's emergent literacy and creativity? Participants of this study were 72 of 5-year-old young children(24 aesthetic approach group, 24 efferent approach group, 24 control group) who attend two kindergartens in Gwangju metropolitan city. While, for 13 weeks, the experimental group was engaged in reading fairy tales on reader stance, the control group was engaged in kindergarten curriculum linguistic activities. Researchers read a group of aesthetic approach thirteen volume of books for thirteen weeks and had an opportunity of interaction between researchers and young children twice a week for 13 weeks. They made a literary experience through fairy tales by answering teacher's questionnaire form, which have young children focus on things in fairy tales on the basis of personal and aesthetic viewpoint. And researchers read a group of efferent approach thirteen volume of books for thirteen weeks and had an opportunity of interaction between researchers and young children twice a week for 13 weeks. They made a literary experience through fairy tales by answering teacher's questionnaire form, which have young children focus on checking and analyzing the element of fairy tale so that they can have an interest in the information in the fairy tale. The control group made extension activities after they reread the story twice a week for 13 weeks. To achieve this goal four expert(a researcher, a kindergarten teacher, a vice principal of kindergarten, and a professor) were discussed and consulted the content of 15 fairy tales (13 fairy tales books for main treatment, one fairy tale book for preliminary and pre-test, and one fairy tale book for post-test). Test of Sentence Comprehension Ability (1st study for standardization) published by General Center for the Disabled, Seoul Metropolitan City, which was based on TOLD-2 published by Phillips and Donald (1988) was used to evaluate the level of sentence comprehension ability which is a lower sphere of sentence comprehension ability. In addition to that, some step categorized by Sulzby(1985) and Sulzby, Barhnart, and Hieshima(1989) was used to inspect the writing ability, and vocabulary test through picture made by Kim(1995) which was adapted to Korean culture, was used to examine the vocabulary ability, which was based on Peadbody Picture Vocabulary Test Revised(L/M). Creativity test was conducted on the basis of K-CCTYC developed by Jeon(2000). This test is composed of four small test to evaluate the creativity in the sphere of language, diagram, and body. SPSS Win 10.1 program was used to analyze the collected material. One-way ANOVA and a post-test of Fisher's LSD was conducted to confirm the effect of aesthetic and efferent approach in reading fairy tales on young children's emergent literacy and creativity. Two-way ANOVA was conducted to confirm the effect of young children's sex in the aesthetic and efferent approach on young children's emergent literacy and creativity. The summary of this research are as follows. First, the results of this study on the effect of reader stance in reading fairy tales on children's emergent literacy(comprehensive ability, writing ability, vocabulary ability) are as follows; comprehensive ability in the aesthetic group(97.33), the efferent group(91.13), and the control group (81.58). And there was a statistical significance among above three groups. The result of post-test showed that there was a statistical significance between aesthetic and efferent group. Accordingly, it can be inferred that aesthetic and efferent group can affect on the emergent literacy of young children. In the case of a lower sphere, when analyzing the difference of sentence comprehension ability, the result showed that aesthetic and efferent group had more score than control group and there were no statistically significant difference between aesthetic and efferent group. This means aesthetic and efferent group can be effective in the development of comprehension ability. When analyzing the difference of vocabulary ability, the result showed that there were statistically significant differences among three groups. The result of post-test showed that there was a statistically significant differences between aesthetic and efferent group, and it was evident that aesthetic approach was more effective than efferent approach. This means that method of aesthetic can be more effective than efferent approach in improving vocabulary ability. When analyzing the difference of writing ability, the result showed that there were statistically significant differences among three groups. The result of post-test showed that aesthetic group and efferent group is more effective than efferent group and especially aesthetic group is more effective than efferent group in improving writing ability. It can be thought that aesthetic approach played an important role in interaction among indulging in fairy tale, recollecting experience, and emotion empathy. Second, the results of this study on the effect of reader stance in reading fairy tales on children's development of creativity(fluency, flexibility, originality, imagination) are as follows. The group mean in the sphere of creativity showed that there was a statistically significant difference among three groups; aesthetic group (35.08), efferent group (26.83), and control group (26.13). The result of post-test showed that aesthetic group had more statistically significant differences than efferent group and there wasn't any statistically significant difference between efferent group and control group. Thus, it can be thought that aesthetic approach is more effective in improving creativity. In the lower sphere of creativity, when analyzing the group difference of originality, the result showed that there was a statistically significant differences among three groups. The result of post-test showed that aesthetic group had more statistically significant difference than control group and there was no statistical difference between aesthetic group and efferent group. Thus, it can be concluded that aesthetic approach is more effective in improving originality. When analyzing the group difference of imagination, the result showed that there was a statistically significant difference among three groups. The result of post-test showed that aesthetic group had more statistically significant difference than control group and there was no statistical differences between efferent group and control group. Thus, it can be thought that aesthetic approach is more effective than control group in improving imagination. When analyzing the group difference of fluency, the result showed that there was statistically significant differences among three groups. The result of post-test showed that aesthetic group had more statistically significant difference than efferent group and there wasn't any statistically significant difference between information-acquisition group and control group. Thus, it can be thought that aesthetic approach is more effective than control group in improving fluency. When analyzing the group difference of flexibility, the result showed that there was a statistically significant difference among three groups. The result of post-test showed that aesthetic group had more statistically significant difference than efferent group and there was no statistical differences between efferent group and control group. Thus, it can be thought that aesthetic approach is more effective than control group in improving flexibility. Third, the results of this study to check the effect of method of reading fairy tales on children's comprehension ability (vocabulary, comprehension ability, writing ability) in relation with sex are as follows. The result of one-way ANOVA in relation with group and sex showed that there was no statistical differences between reader stance in reading fairy tales and sex. It means that the effect of teaching methodology does not affect on young children's sex. After two-way ANOVA in the sphere of comprehension ability, vocabulary ability, and writing ability to know that the sentence comprehension ability, vocabulary ability and writing ability, which is a lower sphere comprehension ability of young children, can affect sex, it was thought that there was no statistical differences between teaching method and young children's sex. It means that the effect of teaching method have nothing to do with young children's sex. In summary, aesthetic and information-acquisition approach have nothing to do with total score and sentence comprehension ability, vocabulary ability, and writing ability, which is a lower sphere of comprehension ability in relation with young children's sex. Forth, the results of this study on the effect of reader stance in reading fairy tales on young children's creativity(fluency, flexibility, originality, imagination) in relation with sex are as follows. After two-way ANOVA in the post-test of creativity according to group and children's sex, there was no statistical differences between teaching method and children's sex. That is, young children's sex is not related with the effect of teaching methodology in creativity. After two-way ANOVA in the post-test of creativity showed that fluency, flexibility, originality, imagination were no statistical differences between teaching methodology and children's sex. It means that the effect of teaching method have nothing to do with young children's sex. In summary, aesthetic and efferent approach have nothing to do with total score and fluency, flexibility, originality, imagination, which is a lower sphere of creativity, in relation with children's sex.