발달단계를 고려한 총체적 언어지도가 발달지체장애아동의 인지 및 언어발달에 미치는 효과
The Effects on Wholistic Language Teaching based on Developmental States to Cognition and Language Development for Children with Developmental Delay
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이 연구는 아동의 발달단계를 고려한 보고, 듣고, 만지며, 느끼는 총체적 언어지도가 발달지체장애아동의 인지 및 언어발달에 미치는 효과를 알아보기 위하여 수행되었다. 연구대상은 33개월과 39개월인 2명의 발달지체장애아동이다. 연구는 1년 3개월 동안 수행되었으며, 기초선 및 발달단계인 내적언어, 청각적 수용언어, 그리고 표현언어 단계에서 나타난 언어 및 인지발달을 측정하기 위하여 포테이지 아동발달 지침서를 사용하였다. 이 연구의 결과는 총체적 언어지도가 발달지체장애아동의 언어 및 인지발달에 유의미한 효과가 있었음을 제시하였다. 이 연구결과 발달지체장애아동의 교육 및 중재에서 아동의 발달에 따른 미래지향적 학습목표 설정이 수시로 점검되어야 한다는 것과 발달지체장애아동의 동기부여 향상은 발달의 가능성을 촉진시키는 주요 요인으로 시사하였고, 연구결과 도출과정에서 나타난 두 아동의 행동 관찰 기록과 함께 두 아동에게 나타난 발달의 차이점 등에 대한 시사점을 논의에서 제시하였다.
Abstract
The purpose of this study was to illustrate the effects on wholistic language teaching approach based on developmental states to cognition and language development for children with physical disability. The meaning of the wholistic language teaching approach in this study was related to the total methods including the watching, listening, touching, and feeling. The thirty-three and thirty-nine months old children with physical disability were participated for this study during one year and three months. The pre-test and post-test with 'Portage Guide to Early Education' were utilized for this study, however the cognition and language developmental scores were gathered in the developmental stages such as inner language, receptive language, and expressive language. The result of this study was that the wholistic language teaching approach based on developmental states to cognition and language development for children with physical disability. Also the observation records toward the two children's behaviors in the wholistic language teaching were described.
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