유아와 예비교사의 일상적 내러티브 대화 분석
An Analysis of the Conversational Personal Narratives between Young Children and Student Teachers
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본 연구는 유아와 예비교사의 일상적 내러티브 대화를 분석하여, 그 대화의 특성과 예비교사의 발화 특성을 파악하고, 이러한 특성들이 유아의 내러티브 수행과 어떤 관련이 있는지를 알아보고자 하였다. 연구대상은 4세, 5세 유아 57명과 이들의 교육실습생인 예비교사 19명이었다. 자료수집과 분석을 위하여 자유선택활동 시간 동안에 예비교사와 유아의 일상적 내러티브 대화를 녹음하고, 이를 전사한 후 분석하였다. 연구 결과, 첫째, 대화화제는 가족, 친구/유치원, 나, 오락, 기타로 범주화 할 수 있었으며, 특히 가족세계의 부정적인 사건을 이야기하는 특징을 보였다. 둘째, 대화길이, 확장교환, 예비교사 질문의 다양성, 예비교사의 정서적 지원은 유아의 일상적 내러티브 수행과 정적 상관을 보였다. 셋째, 유아의 일상적 내러티브의 사건행위 회상에는 대화의 길이가 가장 영향을 주며, 내적 상태 이해에는 예비교사의 질문 다양성과 정서적 지원이 영향을 주는 것으로 나타났다.
Abstract
This study analyzes the conversational personal narratives between young children and student teachers. Participants were fifty-seven 4 and 5 year-old kindergarten children and nineteen student teachers in practicum. The study reveals the following. First, the topics of conversational personal narratives between young children and student teachers represent young children's worlds. Many young children narrated negative past events of their family lives. Second, the length of conversation, extended exchanges, the student teachers' questions and the emotional support offered by the student teachers, co-related with the young children's personal narrative performances. Third, the length of conversation was the most influential factor for the children's recall of events and actions in their personal narrative performance. And, the student teachers' questions and emotional support were the most influential factors on the internal states of understanding evidenced in the young children's personal narrative performance.
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