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영아반 자유놀이활동시간에 나타난 교사-영아 간 언어적 상호작용 행동유형 및 공동주의(joint-attention)에 관한 기초연구

Analyses of Teacher/Infant Linguistic Interaction and Joint Attention during Free-Play Activities

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참고문헌

주제분류교육학

초록

본 연구는 영아반 자유놀이활동시간에 나타난 교사-영아 간 언어적 상호작용 행동유형 및 공동주의 행동을 탐색하는 데 목적을 두었다. 이를 위해 어린이집의 만 1, 2세 영아반 8명을 대상으로 자유놀이활동시간을 관찰 녹화한 후 교사-영아 간 언어적 상호작용 행동유형 및 공동주의 행동을 분석하였다. 연구 결과 영아반 자유놀이활동시간에 나타난 교사의 언어적 상호작용 행동유형은 주의환기, 설명하기, 지시하기, 질문하기 등으로 나타났으며, 공동주의 행동은 응시하기, 보여주기, 가리키기, 주기 등으로 나타남과 아울러 공동주의는 교사-영아 간 언어적 상호작용을 가능케 하는 선행조건으로 작용함을 분석할 수 있었다. 이 같은 결과는 교사와 영아 간에 형성되는 공동주의가 단순히 우연한 공동의 주의집중 차원을 넘어선 학습, 발달을 위해 질적으로 중요한 성격을 가짐을 보여준다. 따라서 영아기 공동주의에 관한 이해는 영아를 위한 효과적인 교수학습을 위해 조성되어야 하는 환경요인으로서 영유아교육기관에서 교육의 실제에 적용할 수 있는 시사점을 제공한다.

Abstract

This research investigates the types of linguistic interaction and joint attention that took place between a teacher and an infant during a free-playing activity. The infant and teacher were recorded in a kindergarten classroom. Video recordings of the infants and the teacher were made in a kindergarten, and then analyzed according to the types of linguistic joint-attention and interaction that occurred between the two subjects. Analyses reveals that the teacher’s role in the linguistic interaction consisted mainly of instructing, explaining, indicating, asking questions, directing and the like. Collaborative behaviors between teacher and infant were mostly observed through monitoring their gazes and their gestures of showing, pointing, and giving. Analyses of the data indicate that the observed joint attention allowed the linguistic interaction between the teacher and infant to take place. This conclusion in turn leads to the generalization that the joint-attention formed between the two subjects is more than just random rather, it embeds crucial elements of learning. For this reason, we suggest that studying teacher/infant linguistic interactions and joint attention behavior during free-play activities should be incorporated into the infant educational system as an ongoing method for improving the quality of teaching/learning.

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