Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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Relationships between Toddler-teacher Joint Attention and Toddlers' Vocabularies

어린이집에서 24-36개월 영아-교사 간 공동주의와 영아의 어휘력간의 관계

  • 김명순 (연세대학교 아동가족학과) ;
  • 이가현 (연세대학교 교육대학원)
  • Received : 2009.06.30
  • Accepted : 2009.09.11
  • Published : 2009.10.31
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Abstract

This study was conducted to identify relationships between toddler-teacher joint attention and toddlers' vocabularies. Toddlers' vocabularies were assessed by the MacArthur Communicative Development Inventory-Korean (MCDI-K) modified by Kim (2006); joint attention episodes were observed by classification categories for engagement condition (Bakeman & Adamson, 1984). Data were analyzed by means, t-test and Pearson's correlations. Results were that : (1) receptive vocabulary of toddlers was about 1.1 times as high as their expressive vocabulary. (2) Coordinated joint attention was observed most frequently, followed by supported joint attention; coordinated joint attention was closely related to support joint attention. (3) The relationship between toddler-teacher joint attention and toddlers' vocabularies were significant in a positive direction.

Keywords

References

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