• 한국보육지원학회지
• /
• 제14권3호
• /
• pp.41-58
• /
• 2018

Objective: The goal of this study is to research how mother's literacy interaction influences children's interest in vocabulary and reading. Methods: The research subjects selected were 120 children who were three to four-year-old and their mothers. This study conducted questionnaires about the literacy interaction of the mothers. This study also surveyed vocabulary and interest in reading of the children by directly visiting the institutes and by researching the subjects individually. This study used technical statistics, Person's product-moment correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: The results of this study are summarized and concluded as follows. First, open interaction among the sub-areas of a mother's literacy interaction significantly affected children's vocabulary. Second, a mother's literacy interaction with children had no direct impact on the child's interest in reading. Conclusion/Implications: The mother's literacy interaction could have a correlation with the vocabulary development of three to four-year-old children, and a mother's application of open interaction could significantly influence the receptive vocabulary and expressive vocabulary of children.

• 아동학회지
• /
• 제33권6호
• /
• pp.109-131
• /
• 2012

The purpose of this study was to investigate the effects of the home literacy environment, mother's literacy belief and parenting efficacy in terms of the interaction which occurs during reading picture books between mothers and preschoolers. Questionnaires from 378 5-year-olds' mothers in Seoul and Kyunggi province were analysed. The findings from the validated structural equation model constructed with these variables were as follows. First, the home literacy environment, the mother's literacy beliefs and the mother's general parenting efficacy affected the quantity, and the quality of interaction whilst reading books with preschoolers. Second, the mother's efficacy in education and communication had a direct impact on the quantity of the interaction during reading books through the mediation of the home literacy environment, and had an indirect effect on the quality of the interaction whilst reading books, respectively. Third, the mother's efficacy in communication directly accounted for the quality of the interaction which occurs whilst reading books with children.

• 대한가정학회지
• /
• 제34권3호
• /
• pp.305-325
• /
• 1996

This study was designed to compare mothers' beliefs of literacy development and home literacy environment and to explore how the children interacted with their mother during literacy activities and how they used the strategies to develop knowledge of literacy. The qualitative data was collected from multiple sources of naturalistic information and analyzed through triangulation of diverse methods including participant observations in the home, parental during literacy events, written logs kept by the mothers, the children's writing products, three emergent assessment forms, and photographs. The three preschoolers and their mothers provided different literacy experiences to support their children's emerging conventional literacy development. Child 1's mother highly valued the rich home literacy environment and the child 1's initiative interactions during literacy events. Child 3's home literacy context was very similar to her Montessori classroom's phonic approach and writing skills. Child 2 was provided with an inappropriate literacy environment at home through direct instruction and an emphasis on correct writing. All of the children were interested and attended to story. Child 1 interacted with her mother in expanded cycles as child's initiation, mother's clarification, and child's evaluation, compared with the child 2's simple cycle and the child 3's classroom-like cycle as mother's initiation, child's response, and mother's evaluation. The children and their mothers employed a number of diverse strategies to understand knowledge of literacy. Importantly parent education needs to emphasize the importance of playful one to one mother-child interaction, a functional holistic literacy environment., and strategies for expanding child's knowledge with parent as mediator.

• 아동학회지
• /
• 제33권5호
• /
• pp.181-200
• /
• 2012

The purpose of this study investigate the differences in children's reading abilities of environmental print according to children's age and types of parental literacy interaction. The subjects comprised 111 illiterate children, 3 to 4 years of age, and their mothers. The Children's Reading Abilities of Environmental Print Scale (CRAEPS), Parent's Literacy Interaction Rating Scale (PLIRS) as developed by Son (2012) were used in this study. The collected data are analyzed by means of descriptive analysis, K-mean cluster analysis, Correlations, and two-way ANOVA. The results of this study are as follows : Illiterate Korean children, aged 3 to 4 years, can read environmental print which are familiar to them, and an 'open interaction style' plays an important role in developing the child's reading ability of environmental print. Therefore, in order to develop child literacy, it is necessary to research, not only teaching methods for using environmental print in the home, child care centers, and in kindergarten, but also parent education programs regarding the importance of the mother's literacy interaction style.

• 가정과삶의질연구
• /
• 제28권1호
• /
• pp.119-130
• /
• 2010

The purpose of this study is to develop and evaluate a parent-child reading interaction program. Based on the importance of the parent-child relationship and the home literacy environment vis-a-vis the extent to which reading is encouraged, and with regard to the existing empirical research in this field, a five-session parent-child reading interaction program has been developed, targeting 18 parents with children enrolled in th lower grades of elementary school. The effectiveness of this program has been evaluated by a pretest and post test and then analyzed by a paired t-test. The findings are as follows: 1) Following the implementation of this program, there were improvements in scores related to the home literacy environment, the encouragement of reading, and the attitude of the child toward reading. 2) In addition, there was an increase in the level of the mother's "rational guidance" parenting while tendencies toward overprotective and hostile parenting traits declined. The importance of the parent-child relationship and home literacy environment concerning reading guidance was discussed.

• 아동학회지
• /
• 제32권6호
• /
• pp.157-185
• /
• 2011

The purpose of this study was to explore the factors influencing preschoolers' emergent English as a second language literacy skills in terms of maternal language behavior in Korean and English picture book reading. This study was also conducted in order to identify the pathways of each factor. The subjects consisted of 201 mothers and their 3~5 year-old children from middle income families living in Seoul, Incheon, Gyyounggi-do, and Chungcheongbuk-do. The results indicated that the factors influencing preschoolers' emergent English as a second language literacy skills acquisition were as follows : maternal beliefs about the value of picture book reading, the child's level of interest in picture book reading, the time spent on picture book reading and maternal language behavior during picture book reading activities. The results further indicate that it is important that the mother shares desirable language interaction with her children in their native language while reading not only Korean but also English picture books when aiming to improve preschoolers' emergent English literacy skills.

• 한국보육지원학회지
• /
• 제8권6호
• /
• pp.5-28
• /
• 2012

이 연구는 교사와 어머니의 문해신념, 그림책에 대한 인식과 읽기활동 빈도에 차이가 있는지 알아보고, 이 변인들이 유아와의 그림책 읽기 상호작용에 미치는 영향을 살펴보고자 수행되었다. 경기, 인천의 유치원과 어린이집 교사 120명과 만 5세 유아의 어머니들 168명을 대상으로 실시한 조사의 결과는 다음과 같다. 교사가 어머니에 비해 총체적 언어신념에 더 가까운 문해신념을 보였다. 교사와 어머니 모두 그림책 읽어주기의 필요성을 강하게 인식하여 서로 차이를 보이지 않았다. 그림책 읽어주기의 즐거움과 이점은 교사가 어머니 보다 더 많다고 인식하였다. 그림책을 선정할 때, 어머니는 유아의 발달 수준, 개별적 상황, 일상생활의 반영을, 교사는 책의 판매량을 중시하였다. 교사가 어머니보다 유아와의 읽기활동을 더 많이 하나, 어머니가 교사에 비해 유아와 더 풍부한 책읽기 상호작용을 하는 것으로 나타났다. 교사와 어머니 모두 읽기활동 빈도와 그림책 읽어주기의 이점 인식이 유아와의 그림책 읽기 상호작용에 영향을 미쳤다.