가르치기 이해, 틀린 믿음 이해, 어휘와 학업 준비도와의 관계
The Relations among Teaching, False Belief, Vocabulary and School Readiness
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본 연구에서는 가르치기를 이해할 때 의도의 역할을 살펴보고, 가르치기 이해, 틀린 믿음 이해, 어휘력과 학업 준비도와의 관계를 살펴보았다. 3세 아동들은 성공적인 가르치기, 실패한 가르치기, 성공적인 모방, 실패한 모방의 4 조건에서 모두 의도가 있었다고 판단하였고, 5세 아동들은 가르치기 과제에서는 의도를 추론하였지만 모방과제에서는 의도를 추론하지 않았다. 3세와 5세 아동들의 반응은 모두 결과가 성공적이었는지 실패였는지에 따라 달라지지 않았다. 또한 본 연구에서는 가르치기 과제와 더불어 틀린 믿음 과제를 실시하였고, 수용 어휘력과 표현 어휘력을 측정하였다. 이 아동들을 담당한 교사들에게 학업 준비도를 평정하게 하였다. 가르치기, 틀린 믿음, 어휘력이 학업 준비도를 예측해 주는 모형이 5세의 경우에는 유의했지만, 3세의 경우에는 유의하지 않았다. 특히 학업 준비도-언어 인지 기술의 경우에는 표현 어휘력의 예측이 유의하였다. 이러한 결과는 5세가 되면 가르치기에서 의도의 역할을 인지하고, 또한 표현 어휘력이 높으면 학업에 대한 준비가 더 잘 되어 있을 가능성을 시사해 준다.
Abstract
This study examined the role of intention in 3-and 5-year-olds’ understanding of teaching, using 4 different stories(successful teaching, failed teaching, successful imitation, failed imitation). The finding indicated that 5-year-olds considered teaching as an intentional activity only in the teaching tasks regardless of successful results. It suggested that the children’s responses could not be interpreted in terms of the functional definition of teaching. This study also examined which variables such as teaching, false belief, and vocabulary could predict children’s school readiness. The results of multiple regression analyses suggested that 5-year-olds’ expressive vocabularies uniquely predicted their school readiness-language and cognitive skills.
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