Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Multimedia Fairy Tale and Narrative Fairy Tale Lectures on Children's Language Expression Ability and Drawing Representation Ability

멀티미디어 동화수업과 구연동화 수업이 유아의 언어표현력과 그리기 표상능력에 미치는 영향

  • 김정겸 (충남대학교 교육학과) ;
  • 변정숙 (동화초등학교 병설유치원)
  • Received : 2013.10.17
  • Accepted : 2014.03.06
  • Published : 2014.03.31
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to figure out the effects of multimedia fairy tale and narrative fairy tale lectures on children's language expression ability and drawing representation ability. To achieve this, this study was conducted from March to April, 2011 with 50 five-year-old children(25 children in the experimental group and 25 children in the comparative group) in K and S kindergartens at D metropolitan city. The results were as follows. First, the score of children's language expression ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. Second, the score of children's drawing representation ability was higher in the multimedia fairy tale lecture group than in the narrative fairy-tale lecture group. As for findings stated above, educational activities with multimedia were important in early childhood education. Consequently, children can better understand stories through multimedia fairy tales and various language activities, and improve their language expression ability and drawing representation ability through the process of exploring and drawing heroes in fairy tales. However, they have more need of educational activities, which are complementary to the merit of narrative fairy tale, than educational activities for only multimedia fairy tale lecture.

본 연구는 멀티미디어 동화수업과 구연동화 수업이 유아의 언어표현력과 그리기 표상능력에 미치는 영향을 알아보는데 목적을 갖고, 2011년 3월에서 4월간 D광역시에 소재하고 있는 K유치원과 S유치원 만5세 유아 50명(연구집단 25명, 비교집단 25명)을 대상으로 하였다. 분석결과 첫째, 멀티미디어 동화수업 집단이 구연동화 수업 집단에 비해 언어표현력 점수가 높았다. 둘째, 멀티미디어 동화수업 집단이 구연동화 수업 집단에 비해 그리기 표상능력 점수가 높았다. 이는 유아교육에서 멀티미디어를 활용한 교육활동의 중요함을 나타낸 것으로 유아들은 멀티미디어 동화를 듣고 다양한 언어활동을 통해 이야기를 보다 잘 이해 할 수 있으며, 동화 속 주인공을 탐색하고 그리기로 연계해서 표상하는 과정을 통해 유아의 언어표현력과 그리기 표상능력의 향상을 가져옴을 시사하였다. 그러나 멀티미디어 동화수업 하나만을 강조하는 교육활동보다는 구연동화의 장점을 보완한 상호 적절하게 연계한 교육활동이 요구된다.

Keywords

References

  1. S. A. Kim, and H. S. Cho, "The Effects of Early Childhood Science Drama Program Utilizing Picture Books on Young Children's Scientific Concept, Scientific Attitude and Language Expression Ability". Korean Association for Learner-centered Curriculum and Instruction, Vol.17, No.1, pp. 107-136, 2013.
  2. S. S. Byun, Relationship Between Storybook Reading Methods, Children's Language Expression, and Drawing Representation Abilities. MS Thesis Chungnam National University, 2012.
  3. L. D. Willims, and D. P. Fromberg. Encyclopedia of Early Childhood Education. New York: Grarland, 1992.
  4. H. Kim, M. K. Mann, H. H. Cha, and H. K. Hong, "The Effects of Internet Fairy Tale Activities and Picture Fairy Tale Activities on Young Children's Language Comprehension and Expression Abilities", The Journal of Korea Open Association for Early Childhood Education, Vol.11, No.5, pp. 251-268, 2006.
  5. D. Buckingham, Media Education: Literacy, Learning and Contemporary Culture. UK: Blackwell Publishers, 2004.
  6. E. H. Kang, A Study on Young Children's Drawing Perspective-taking Abilities Difference according to Tale Story Media Types. MS Thesis Sookmyung Women's University, 2009.
  7. M. Jacobson, and P. C. Jacobson, Lessons Earned and Lessons to be Earned: An Overview of Network Learning Environments in the United States of America. '97 APEC international Congerence Utillzation of Computer Networks in School', 1997.
  8. H. N. Kim, The Effects of the Way of Presenting Story Books on Young Children's Interest and Comprehension. MS Thesis Sungkyul University, 2004.
  9. C. Piazza, and S. Riggs, "Writing with a Computer: An Invitation to Play". Early Child Development & Care, Vol.17, No.1, pp. 63-76, 1984. DOI: http://dx.doi.org/10.1080/0300443840170107
  10. I. A. Taylor, The Nature of the Creative Process. In P. Smith(Ed.), Creativity. New York: Hastings House, 1978.
  11. J. M. Machado, Early Childhood Experiences in Language Arts(2nd Ed.). Albany, New York: Delmar Publishers, 1980.
  12. H. W, Ryu, Effects of Respopnse-based Literature Instruction for Young Children. Ph. D. Dissertation Keimyung University, 2007.
  13. H. S. Kim, The Effects of Reading-aloud of Information Picture Books on Young Children's Comprehension and Linguistic Expression Ability. MS Thesis Keimyung University, 2010.
  14. W. J. Chung, "The Effect of the Types of Teacher`s Question and Fairy Tale Presentation Method on Young Chidren`s Improving Language Skills" Korean Language Research, Vol.32, pp. 213-246, 2013.
  15. Y. S. No, A Study on the Effects of Teachers' Question Patterns during Fairy Tale Class on Pre-school Children's Linguistic Expressions and Comprehension. MS Thesis Hanyang University, 2000.
  16. L. S. Leonard, "Storytelling as Experiental Education". The Journal of Experiental Education, Vol.13, No.2, pp. 12-17, 1990. DOI: http://dx.doi.org/10.1177/105382599001300202
  17. S. Y. Son, The Effects of Response-centered Story Telling on Verbal Expression and Story Making of Young Children. MS Thesis Keimyung University. 2012.
  18. K. Pezdek, & E. F. Hartman, "Children's Television Viewing: Attention and Comprehension of Auditory Versus Visual Information". Child Development, Vol.54, No.4, pp. 1015-1023, 1983. DOI: http://dx.doi.org/10.2307/1129905
  19. J. H. Kim, The Effects of Language Arts Activities Using Multimedia on Children's Language Abilities. MS Thesis Korea National University of Education, 2007.
  20. Y. J. Lee, Language Development and Education. Seoul: Gyomunsa, 1994.
  21. K. Goodenough, "Multiple Intelligences Theory: A Framework for Personalizing Science Curricula". School Science and Mathematics, Vol.101, No.4, pp. 180-193, 2001. DOI: http://dx.doi.org/10.1111/j.1949-8594.2001.tb18021.x
  22. J. Bruner, "The Ontogenesis of Speech Acts". Journal of Child Language, Vol.2, pp. 1-19, 1975. DOI: http://dx.doi.org/10.1017/S0305000900000866
  23. H. S. Park, The Effects of the Problem Solving Activities through Pictures on the Creative Drawing Expression of Children. MS Thesis Chung-Ang University, 1996.
  24. M. H. Son, The Effects of Physical Movement Activity through Fairy Tales on Children's Drawing Representation Abilities. MS Thesis Keimyung University, 2008.
  25. H. R. Kim, The Effects of Physical Movement Activity through Fairy Tales on Children's Language and Drawing Representation Abilities. MS Thesis Chonnam National University, 2005.
  26. S. A. Ji, "The Effects of ART Teaching Methods on Children's Representation Ability". Early Childhood Education Research, Vol.21, No.1, pp. 177-203, 2001.
  27. M. S. Lim, The Effect of Integrated Play Activity on Normal Infants Acceptance Attitude Change in the Disabled Infants. MS Thesis Kunsan National University, 2005.
  28. A. J. Park, A Study on the Effects of Thematic Fantasy Play Training on Children's Language Abilities. MS Thesis Chonnam National University, 1996.
  29. O. M. Kim, The Effect of Creative Thinking Activity Utilizing Computer Fairy-Tales Simulation on the Creativity of Preschool Children. MS Thesis Dong-A University, 2002.
  30. C. S. Lee, and M. W. No, Infant Language Education. Seoul: Dongmunsa, 2000.
  31. M. G. Cha, The Effects of Story Delivery Media and Question Types on Young Children's Creativity and Self-Concept. MS Thesis Gwangju University, 2004.
  32. U. H. Maeng, The Effects of Story-Making Activities on Young Children's Drawing Representation Abilities. MS Thesis Chonnam National University, 2001.
  33. K. D. Bromley, Webbing with Literature: Creating Story Maps with Children's Books. Boston: Allyn and Bacom, 1996.