어머니 문해행동과 유아의 인쇄물개념 및 쓰기능력 간의 관계
The Relationships between Mothers’ Literacy Behavior, and Children’s Concepts about Print and Writing Ability
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The study examined relationships between mothers' literacy behavior and children's knowledge development with print and writing. 140 4-year-old children and their mothers in Seoul and Kyungki province participated. The Mothers' Literacy Behavior Scale was used to measure the mothers' literacy behavior. Additionally, a modified version of Concept About Print(CAP) and Children's Writing Skill Test were used to measure children's print knowledge and writing ability, respectively. Data were analyzed using descriptive statistics and Pearson Correlation analysis. Findings include first, mothers' support in book-reading, environmental print, and writing which were mothers' literacy behaviors, were significantly correlated to children's print knowledge. Specificly, mothers' support in book-reading was significantly correlated to both ‘book orientation concept’ and ‘print convention’ in children’s concept about print. Mothers' support in writing and environmental print were significantly correlated to ‘print convention’ and ‘print-directions’ in children’s concept about print. Second, mothers' support in book-reading, environmental print, and writing were significantly correlated with children's writing ability. In detail, mothers' support in book-reading and environmental print were significantly correlated to ‘writing own name’ and ‘free writing’ in children’s writing ability. Mothers' support in writing was correlated to ‘writing own name’ ‘writing familiar characters(writing friend’s name)’ and ‘free writing’ in children’s writing ability, significantly. In conclusion, opportunities of joint book reading, environmental prints, and writing at home with mothers and literacy related interaction contributed to the development of children's concepts on print and writing competence.
Abstract
The study examined relationships between mothers' literacy behavior and children's knowledge development with print and writing. 140 4-year-old children and their mothers in Seoul and Kyungki province participated. The Mothers' Literacy Behavior Scale was used to measure the mothers' literacy behavior. Additionally, a modified version of Concept About Print(CAP) and Children's Writing Skill Test were used to measure children's print knowledge and writing ability, respectively. Data were analyzed using descriptive statistics and Pearson Correlation analysis. Findings include first, mothers' support in book-reading, environmental print, and writing which were mothers' literacy behaviors, were significantly correlated to children's print knowledge. Specificly, mothers' support in book-reading was significantly correlated to both ‘book orientation concept’ and ‘print convention’ in children’s concept about print. Mothers' support in writing and environmental print were significantly correlated to ‘print convention’ and ‘print-directions’ in children’s concept about print. Second, mothers' support in book-reading, environmental print, and writing were significantly correlated with children's writing ability. In detail, mothers' support in book-reading and environmental print were significantly correlated to ‘writing own name’ and ‘free writing’ in children’s writing ability. Mothers' support in writing was correlated to ‘writing own name’ ‘writing familiar characters(writing friend’s name)’ and ‘free writing’ in children’s writing ability, significantly. In conclusion, opportunities of joint book reading, environmental prints, and writing at home with mothers and literacy related interaction contributed to the development of children's concepts on print and writing competence.
참고문헌 (43)
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