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The Relationship Between Parents’ Literacy Behaviors and Emergent Literacy Skills of Children in Multicultural and Non-multicultural Families

김지연|김명순
한국유아교육학회 (The Korean Society For Early Childhood Education)|2021.06|International Journal of Early Childhood Education|제27권 제1호|pp. 47-67|DOI 10.18023/ijece.2021.27.1.003

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참고문헌

키워드

다문화 가정multicultural familiesparents’ literacy behaviorchildren’s emergent literacy skillschildren’s vocabulary skillschildren’s Korean alphabet knowledge부모 문해행동유아의 출현적 문해 능력유아의 어휘력유아의 자모 지식유아의 쓰기 능력
주제분류교육학

초록

The purpose of this study was to identify parents’ literacy behaviors and children’s emergent literacy skills, as well as the relationship between them, in multicultural families and non-multicultural families with four- to six-year-old children. Fifty-one children and their mothers in multicultural families and 51 children and their mothers in non-multicultural families, all of whom were living in Seoul or Gyeonggi Province, participated in this research. The results of the study are summarized as follows: 1) parents in the multicultural families engaged in literacy behaviors (e.g., helping to read books and environmental print, and teaching writing) with their children less frequently than those in the non-multicultural families; 2) compared with the children in the non-multicultural families, the children in the multicultural families had smaller vocabularies, lower scores on knowledge of the Korean alphabet (e.g., principles of consonant addition and alphabet composition), and lower writing scores; 3) there was a positive correlation between parents’ literacy behavior and children’s vocabulary in both the multicultural and the non-multicultural families. In non-multicultural families, the parents’ literacy behaviors were associated with their children’s knowledge of the principle of alphabet composition and writing ability.

Abstract

The purpose of this study was to identify parents’ literacy behaviors and children’s emergent literacy skills, as well as the relationship between them, in multicultural families and non-multicultural families with four- to six-year-old children. Fifty-one children and their mothers in multicultural families and 51 children and their mothers in non-multicultural families, all of whom were living in Seoul or Gyeonggi Province, participated in this research. The results of the study are summarized as follows: 1) parents in the multicultural families engaged in literacy behaviors (e.g., helping to read books and environmental print, and teaching writing) with their children less frequently than those in the non-multicultural families; 2) compared with the children in the non-multicultural families, the children in the multicultural families had smaller vocabularies, lower scores on knowledge of the Korean alphabet (e.g., principles of consonant addition and alphabet composition), and lower writing scores; 3) there was a positive correlation between parents’ literacy behavior and children’s vocabulary in both the multicultural and the non-multicultural families. In non-multicultural families, the parents’ literacy behaviors were associated with their children’s knowledge of the principle of alphabet composition and writing ability.

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