동화 들려주기 방법에 따른 만 2세 영아의 언어적·비언어적 반응
Two-Year-old Toddlers’ Verbal and Non-verbal Reactions Depending on Ways of Storytelling
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This paper examined the verbal and non-verbal responses of toddlers to a range of storytelling mediums including storybooks, rod puppet shows, and role-playing activities. The subjects were two boys and three girls, aged two years old, who attended nursery school. The research was conducted via participatory observation and teacher interviews. The results were as follows: First, analysis showed that the toddlers mumbled, imitated, named, and answered as verbal responses to storybooks and they stared, imitated, and pointed at the books with their fingers as non-verbal reactions. Secondly, in response to the rod puppet shows, the toddlers verbally imitated, named, responded, and had spontaneous conversations. Also, they non-verbally imitated, pointed at the puppets with fingers, behaved as requested, acted spontaneously, and gave non-verbal answers. Finally, in the role-play activities, imitation, designation, response, mumbling, and spontaneous conversations were verbal reactions, whereas imitation, pointing with fingers, staring, required action, spontaneous behavior, and rejection were non-verbal reactions. The research demonstrated that the toddlers’ reactions varied according to the storytelling medium. Based on these results, this research suggested the value of toddlers’ ability to express and directions for appropriate teaching methods.
Abstract
This paper examined the verbal and non-verbal responses of toddlers to a range of storytelling mediums including storybooks, rod puppet shows, and role-playing activities. The subjects were two boys and three girls, aged two years old, who attended nursery school. The research was conducted via participatory observation and teacher interviews. The results were as follows: First, analysis showed that the toddlers mumbled, imitated, named, and answered as verbal responses to storybooks and they stared, imitated, and pointed at the books with their fingers as non-verbal reactions. Secondly, in response to the rod puppet shows, the toddlers verbally imitated, named, responded, and had spontaneous conversations. Also, they non-verbally imitated, pointed at the puppets with fingers, behaved as requested, acted spontaneously, and gave non-verbal answers. Finally, in the role-play activities, imitation, designation, response, mumbling, and spontaneous conversations were verbal reactions, whereas imitation, pointing with fingers, staring, required action, spontaneous behavior, and rejection were non-verbal reactions. The research demonstrated that the toddlers’ reactions varied according to the storytelling medium. Based on these results, this research suggested the value of toddlers’ ability to express and directions for appropriate teaching methods.
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