초록

AI-Helper

본 연구는 유치원의 문해환경 수준에 따라 자발적으로 출현하는 유아의 쓰기활동을 알아보고자 수행되었다. 연구대상은 서울에 소재한 유치원에 다니는 2개 학급의 만 5세 유아 총 44명으로 평균연령은 5년 4개월이었다. 교실의 문해 환경 수준은 교실문해환경 지표에 따라 평가하여 높은 교실과 낮은 교실로 구분하였으며, 유아의 자발적 쓰기활동을 관찰하여 쓰기빈도, 언어기능, 쓰기활동이 일어나는 흥미영역을 분석하였다. 분석된 결과에 의하면, 유아의 쓰기빈도는 교실의 문해환경 수준이 높은 교실에서 더 많이 나타났다. 또한 유아의 쓰기기능은 7가지 기능이 모두 나타났으며, 특히 문해환경 수준에 관계없이 개인적기능이 가장 많이 나타났고, 도구적 기능이 가장 적게 나타났다. 마지막으로 쓰기활동이 일어나는 흥미영역은 문해환경 수준이 높은 교실에서는 문해환경 수준이 낮은 교실보다 다양한 언어, 조형, 역할놀이, 쌓기놀이, 과학영역 등에서 쓰기활동이 나타났다.

Abstract ▼ AI-Helper

This study was to investigate preschool children’s emerging writing activities within free-choice activities in terms of a classroom environment of literacy. The sample consisted of 44 children aged 5 years in 2 preschools. The average age of the subjects was 5 years 4months. This study was to analy...

This study was to investigate preschool children’s emerging writing activities within free-choice activities in terms of a classroom environment of literacy. The sample consisted of 44 children aged 5 years in 2 preschools. The average age of the subjects was 5 years 4months. This study was to analyze the interest-center that was observed emerging writing activities and to measure the frequency of writing and functional view of language. The results of this study were as follows. First, children tended to have higher frequency of writing were appeared in literacy-enriched classroom. Second, the kinds of writing functions were appeared to Halliday’s 7 functional view of language. That is, children tended to have better personal functions regardless of the levels of classroom literacy environment. Instrumental functions were least. Third, writing activities tended to have all kinds of interest center were appeared in literacy-enriched classroom.

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