Journal of Families and Better Life (가정과삶의질연구)

Korean Home Management Association (가정과삶의질학회)
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The Teacher's and Parent's Beliefs about Literacy Acquisition

유아의 문식성 습득에 대한 교사와 부모의 신념

  • Kim Jung-Wha (Dept. Early Childhood Education, Soongeui Women's College) ;
  • Lee Moon-Jung (Dept. Early Childhood Education, Hoseo University)
  • 김정화 (숭의여자대학 유아교육과) ;
  • 이문정 (호서대학교 유아교육과)
  • Published : 2006.02.01
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Abstract

The present study was to investigate the teacher's and the mother's beliefs about literacy acquisition and to analyse differences between them The subjects for this study were 134 teachers and 174 mothers of the kindergarten and daycare centers. The 25-item questionnaire constructed by Westwood, Knight and Redden(1997) was used in this study with a slight modification. Collected data were analyzed by one-way ANOVA to verify the differences of the teacher's beliefs according to an academic background and a career, and mother's according to an academic background and an occupation, and compared by t-test to verify the differences of the teacher's and mother's beliefs. The major findings were the most teachers and mothers showed balanced approach: more skill-based about reading than writing. The university graduated teachers took more meaning-based, child-centered approach than finisher of caregiver training center. According to career, more the experienced kept more skilled-based approach. In case of the mother, the university and graduated school graduates took more meaning-based, child-centered approach than finisher of college and High school. According to occupation, more the professional kept more meaning-based approach. Finally there were no meaningful difference in an income and mothers' age. And teachers took more meaning-based, child-centered approach than mothers. Especially about writing, teachers kept much more meaning-based approach than mothers.

Keywords

References

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