최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.33 no.3, 2012년, pp.199 - 213
김명순 (연세대학교 아동.가족학과) , 한찬희 (서경대학교 아동학과) , 유지영 (한양여자대학 유아교육과)
This study was conducted in order to identify the relationship between the home literacy activities, mothers' verbal behavior, toddler-mother joint attention and the language-cognitive development of toddlers. The language-cognitive development of toddlers was assessed by means of the Mental Scale f...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
만 2세경의 영아기의 특징은 무엇인가? | 생의 초기 경험이 이후 전반적 발달에 지대한 영향을 미친다(Park, Seo, & Bornstein, 2005). 특히 만 2세경의 영아기는 정신적 표상이 가능해짐에 따라 지적 능력이 급격하게 성장함과 동시에 표현 어휘가 빠르게 늘어나는 특징적인 시기로, 국내외에서 24~36개월 시기의 영아를 대상으로 한 연구가 활발하다. | |
미국에서 K-BSID-Ⅱ는 어떻게 표준화 되었으며 무엇과의 공인 타당도가 증명되었는가? | 영아의 언어·인지 발달 수준을 측정하는 도구로서 한국 베일리 영유아발달검사 Ⅱ(Korean Bayley Scale of Infant Development:Second Edition:K-BSID-Ⅱ)를 사용하였다. 이 도구는 미국에서는 모든 가정을 대표하는(성, 인종, 교육, 지역에 따라 층화표집) 1,700명의 영유아를 대상으로 표준화되었으며 BSID, DDST, DAS, McCarthy Scale 등과의 공인 타당도가 증명되었다. 국내에서는 Park과 Cho(2004)가 전국 2,200여명의 영유아를 대상으로 이 검사를 표준화한 바 있다. | |
영아기는 언제인가? | 출생 후 첫 2~3년에 이르는 영아기는 인생의 그 어느 시기보다 발달 속도가 빠르기 때문에 환경적인 영향을 크게 받는 민감한 시기로 인식되고 있다. 생의 초기 경험이 이후 전반적 발달에 지대한 영향을 미친다(Park, Seo, & Bornstein, 2005). |
Bakeman, R., & Adamson, L. (1984). Coordinating attention to people and objects in motherinfant and peer-infant interactions. Child Development, 55, 1278-1289.
Berger, L. M., Paxson, C., & Waldfogel, J. (2009). Income and child development. Children and Youth Services Review, 31, 978-989.
Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning:Vygotsky and early childhood education. Washington, DC: National Association for the Young Children.
Dearing, E., McCartney, K., & Taylor, B. A. (2001). Change in family income-to-needs matters more for children with less. Child Development, 72(6), 1779-1793.
Debarysche, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461.
Dickinson, D., De Temple, J., Hischler, J., & Smith, M. (1992). Book reading with preschoolers: Coconstruction of text at home and at school. Early Childhood Research Quarterly, 7(3), 232-346.
Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71(1), 188-196.
Dunham, P., & Dunham, F. (1992). Lexical development during middle infancy:A mutually driven infant-caregiver process. Development Psychology, 28(3), 414-420.
Gray, L. S. (1995). Taking from books by asking questions. Journal of Research in Childhood Education, 10, 23-28.
Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096-1105.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brooks.
Heath, S. B. (1983). Ways with words:Language, life, and work in communities and classrooms. London:Cambridge University.
Jung, J. Y. (2004). The relationships between home literacy environment and children's print concepts. Unpublished master's thesis, Yonsei University, Seoul, Korea.
Jeong, Y. K., & Kwak, K. J. (2005). Development of coordinated joint attention in infancy: Looking through attentional state and pointing behavior in mother-infant interaction. The Korean Journal of Development Psychology, 18(1), 137-154.
Kaassow, D. Z. (2006). Parent-child shared book reading quality versus quantity of reading interactions between parents and young children. Talaris Research Institute, 1(1), 1-9.
Kim, M. S. (2009). 貧困家庭の乳?のためのWE Start家庭訪問ブログラムの適用と?果. 日本保育學會, 第62回大會, 日本:千葉市千葉大?.
Kim, M. S., Kim, G. S., Son, S. H., Yoo, J. E., Lee, M. J., Lee, Y. S., Cho, H. R., & Han, C. H. (2010). The effects of toys related literacy and parent-child relational factors on language abilities according to socioeconomic status. Journal of Korean Association of Child Studies, 31(4), 61-74.
Kim, M. S., & Park, C. H. (2008). The effectiveness of reading intervention on at-risk children in first through third grade. Journal of Korean Association of Child Studies, 29(5), 301-319.
Kim, M. S., & Lee, K. H. (2009). Relationships between toddler-teacher joint attention and toddlers' vocabularies. Journal of Korean Association of Child Studies, 30(5), 155-165.
Kim, M. S., & Lee, Y. J. (2007). The relationship between mother's responsiveness and infant's communication. Journal of the Korean Home Economics Association, 45(3), 97-107.
Kim, M. S., Hwang, H. J., & Ahn, H. J. (2012). Early intervention program of home visiting for at-risk infants. Seoul, Korea:Daumsaedae.
Kim, T. S. (1998). The relationships between home literacy experiences and literacy development levels at age 4-5. Child Education, 7(2), 1-16.
Lee, K. Y. & Kim, M. S. (2006). Mother-child interactions in picture-book reading and children's language ability among low-income families. Journal of ARAHE, 13(1), 39-49.
Lee, M. H., & Kim, M. S. (2004). The effect of dialogic picture-book reading teacher training program for toddler. Journal of Korean Association of Child Studies, 25(2), 41-57.
Lee, H. R., Lee, K. O., & Lee, Y. J. (2007). Relationships between joint attention and language development in infancy. Journal of Korean Association of Child Studies, 28(5), 297-307.
Mellhuish, E. (2009). Sure Start in England and results of evaluation, WeStart international conference source book:World's Start program; An innovative approach to child poverty, pp. 121-189.
Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221-230.
Mundy, P., & Gomes, A. (1998). Individual differences in joint attention skill development in second year. Infant Behavior and Development, 21, 469-482.
NICHD Early Child Care Research Network (1999). Child care and mother-child interaction in the first three years of life. Developmental Psychology, 35, 1399-1413.
NICHD Early Child Care Research Network (2000). The relation of child care to cognitive and language development. Child Development, 71, 960-980.
Ninio, A. (1980). Picture-book reading in motherinfant dyads belonging to two subgroup in Israel. Child Development, 51, 587-590.
Ninio, A., & Bruner, J. S. (1978). The achievement and antecedents of labelling. Journal of Child Laguage, 5, 1-15.
O'Connell, J. C., & Farran, D. C. (1982). Effects of day care experience on the use of intentional communicative behaviors in a sample of socio-economically depressed infants. Developmental Psychology, 18, 22-29.
Park, S. Y., Soe, S. J., & Bornstein, M. (2005). Mother-infant interaction styles associated with infant development. Journal of Korean Association of Child Studies, 26(5), 15-30.
Park, S. J., & Kim, M. S. (2010). The relationship between the home literacy environment and mother's teaching behavior, and 18-24-month-old infant's vocabulary ability according to SES of families. Journal of Korean Association of Child Studies, 31(4), 15-27.
Park, H. W., & Cho, B. H. (2004). Korean Bayley Scales of infant development II interpretation mannual. Seoul:Kidspop.
Paavola , L. Kunnari, S., & Moilanen, I. (2005). Maternal responsiveness and infant intentional communication:Implications for the early communitive and linguistic development. Child Care, Health & Development, 31(6), 727-735.
Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). The role of home literacy environment in the developmental language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427-435.
Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120.
Saxon, T. F., & Reilly, J. T. (1999). Joint attention and toddler characteristics:Race, sex and socioeconomic status. Early Child Development and Care, 149, 59-69.
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences and receptive vocabulary, Journal of Child Language, 24, 123-138.
Senechal, M., & LeFevere, J. (2001). Storybook reading and parent teaching:Links to language and literacy development. New Directions for Child and Adolescent Development, 92(2), 39-52.
Shin, H. Y., & Kim, M. S. (2006). Parents' attitudes towards emergent literacy, home literacy activity and children's vocabulary, concepts about in low-income families. Journal of Korean Association of Child Studies, 29(4), 199-212.
Sonnenschein, S., & Munsterman, K. (2002). The influence of home based reading interaction on 5-year-olds' reading motivations and early literacy development. Early Childhood Research Quarterly, 17, 318-337.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading:Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72, 748-767.
Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606-621.
Wells, G. (1985). Preschool literacy-related activities and success in school. In D. R. Olson, N. Torrance, & A. Hilyard (Eds.), Literacy, language and learning; The nature and consequences of reading and writing(pp. 229-255). New York:Cambridge University Press.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., Debarysche, B. D., Valze-Menchaca, M. C., & Caufield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559.
You, J. Y. (2009). Relation of home literacy activity and mothers' verbal behavior to infants' vocabulary development in lowincome families. Unpublished master's thesis, Yonsei University, Seoul, Korea.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.