유아 교육 기관 효과: 어린이집 경험이 유아의 언어 발달에 미치는 효과
The Effect of Preschool Program on Children’s Language Skills in South Korea
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초록
이 연구는 한국아동패널 데이터를 분석하여 유아의 교육 기관 경험이 언어 능력 발달에 어떠한 영향을 미치는지 분석하였다. 구체적으로 만 3세에 어린이집을 경험하지 않은 유아가 어린이집을 경험했을 때의 언어 능력을 추정하였다. 처치 집단에 선별될 확률과 종속 변인에 동시에 영향을 미칠 수 있는 혼란 변수의 영향력을 제거하기 위해 이 연구는 경향점수 매칭 방법을 동원하였다. 한국아동패널 자료를 분석한 결과 만 3세에 유아 교육 기관을 경험한 유아는 그렇지 않은 유아에 비해 기초 표현 어휘력과 수용 어휘력을 갖췄을 확률이 2배 가까이 높은 것을 확인할 수 있었다. 한편 유아의 교육 기관 경험은 어휘력 점수는 향상 시키지 못하는 것으로 나타났다. 생애 초기 교육 기관 경험이 유아의 기초 언어 능력을 촉진할 수 있다는 이 연구 결과는 유아 교육 기회를 보편적으로 확대하는 데 필요한 기초 자료로 활용될 수 있을 것으로 기대한다.
Abstract
Purpose: This study examined the effect of Pre-K on children’s vocabulary skills. Specifically this study is designed to reveal what the vocabulary skills of children at age 4 would have been, on average, if they had attended Pre-K program at age 3. Design/Methodology/Data/Approach: Propensity score matching was conducted to create a comparable sample of children who experienced Pre-K program at age 3. This quasi-experimental study design approximates random assignment in order to draw a more a causal conclusion with non-equivalent groups by taking into account the confounding factors associated with the Pre-K participation. Findings/Results: Analysis of panel study on Korean children data showed that children who had experienced early childhood education program at age 3 were twice as likely to have basic expressive vocabulary and receptive vocabulary skills as compared to those who did not attend the early education program. On the other hand, this study was unable to find a causal relationship between Pre-K participation and vocabulary scores. The results of this study adds to the growing body of evidence that early childhood education opportunities can contribute to improving the basic literacy abilities of young age children.
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