부모교육을 병행한 도서대여 프로그램이 어머니-유아의 책읽기 상호작용과 유아의 읽기에 미치는 효과

Abstract

본 연구의 목적은 부모교육을 병행한 도서대여 프로그램의 실시가 어머니-유아 책 읽기 상호작용의 질과 유아의 읽기흥미 및 읽기능력에 미치는 효과를 밝히는 데 있다. 이와 같은 목적에 따라 다음과 같은 연구문제를 설정하였다. 첫째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 어머니-유아 책읽기 상호작용의 질에 차이가 있는가? 둘째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 유아의 읽기흥미도에 차이가 있는가? 셋째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 유아의 읽기능력에 차이가 있는가? 본 연구의 대상은 인천광역시에 위치한 C유치원에 다니는 만 4세반 유아 80명과 그들의 어머니였으며, 도서대여와 부모교육 프로그램의 실시여부에 따라 실험집단1, 실험집단2, 통제집단으로 나누었다. 연구기간은 9주로서 9회에 걸쳐 도서대여 및 부모교육 프로그램을 실시하였다. 어머니-유아의 책 읽기 활동 시 상호작용 질의 변화를 알아보기 위한 연구도구는 Dickinson 등(1992)의 분석 기준을 기초로 곽아정(1994)이 수정·개발한 질문지를 본 연구자가 수정하여 사용하였다. 또한 유아의 읽기흥미 검사 도구는 Askov(1973)가 고안한 Primary Pupil Reading Attitude Inventory, 읽기능력 검사도구는 Sulzby(1986)의 검사를 사용하여 일대일 면접으로 실시하였다. 읽기능력검사용 동화는 한국 어린이육영회의 쉬운 책 중 사전검사용으로『야! 잠자리다』, 사후검사용으로 『메뚜기야 뛰어라』를 사용하였으며 유아의 읽기시도 상황은 녹음하여 분석하였다. 도서대여 프로그램은 Cohen(1997)의 연구를 기초로 실시하였으며, 대여 도서는 유아의 발달과 흥미를 고려한 전문가들의 추천 도서를 근거로 선정하였다. 또한 부모교육 프로그램은 Whitehurst 등(1988)의 연구를 근거로 하여 본 연구자가 수정·개발하여 실시하였다. 부모교육을 병행한 도서대여 프로그램의 실시여부에 따른 어머니-유아 책 읽기 상호작용의 질과 읽기흥미 및 읽기능력에 차이가 있는지를 알아보기 위하여 분산분석(ANOVA) 및 Duncan의 다중비교를 실시하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 어머니-유아 책 읽기 상호작용의 질은 세 집단간 유의한 차이가 있었다. 즉 어머니-유아 상호작용의 질은 도서대여와 부모교육 프로그램을 병행하여 실시한 실험집단1이 가장 높았고 다음으로 도서대여 프로그램만 실시한 실험집단2였으며, 도서대여 및 부모교육 모두를 실시하지 않은 통제집단이 가장 낮았다. 둘째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 유아의 읽기흥미는 집단간 차이가 있었다. 즉 읽기흥미는 세 집단 중 실험집단1이 가장 높았고 통제집단과 비교하였을 때 유의한 차이가 있었으며, 실험집단1과 실험집단2, 실험집단2와 통제집단은 집단간 차이가 있었으나 유의한 차이는 아니었다. 셋째, 부모교육을 병행한 도서대여 프로그램의 실시여부에 따라 유아의 읽기능력은 집단간 차이가 있었다. 즉 읽기능력은 실험집단1이 가장 높았으며 실험집단2와 통제집단과 비교하였을 때 유의한 차이가 있었다.

;The purpose of this study is how effective the book lending parent education program is to mother-child reading interactions and reading ability of the child. The questions for the study are as follow: 1. Are there any difference in the level of the interaction of mother-child as the book lending parent education program implemented? 2. Are there any difference in the reading interest of the young child as the book lending parent education program implemented? 3. Are there any difference in the reading ability of the young child as the book lending parent education program implemented? The subject of this study is 80, four years old children and their mothers of C Kindergarten in In-Cheon Special City and their mothers. They are divided into 3 groups; A, B, and control. The A group consists of 20 children and their mothers and was given both book lending program and parent education. The B group also consists of 20 children and their mothers and was given only book lending program. The control group consists of 40 children and their mothers and was given none of those programs. In this study, a modified questionnaire by the researchers was used to find out the changes of interaction level of mother-child reading books, which was based on Dickson's analysis criteria(1992) and by Kwak A-jeong(1994). And to examine children's the interest in reading, Primary Pupil Reading Attitude Inventory by Askov(1973) was used. Also, individual interview was done to find out reading ability of the children using Reading Ability Test by Sulzby(1986). Two fairy tales were chosen for reading ability test among the easy l0 fairy tales published by Korean Association for the Fostering and Education of the New Generation: 『(Oh, Dragonfly(야 잠자리다)』for the pre-test, and 『(Run Grasper (메뚜기야 뛰어라)』for the post-test. In addition, their reading activities were recorded and analyzed accordingly. The book lending program had been implemented once a week, 9 times in total, on the basis of Cohen's study(1997), and the books were chosen on the basis of the recommendation of the professionals in connection with developmental and interest level of children. Also, the parents education program had been implemented once a week, 9 times in total, based on Whitehurst study(1988). To investigate the difference in interaction level of mother-child reading books, children's reading interest, and reading ability, ANOVA and Multiple Comparison were calculated. The results of this study are summarized as follow: First, a considerable difference in interaction level of mother-children reading books was found among the three groups. The A group obtained the highest score, the B group the next, and the control group the lowest. The result that the A group obtained higher score than the B group, and the control group showed that parents education served as the indirect experience, and the informations for the better interactions. And it served right direction and methods of mother-child interaction in reading. Also, the result that there was a considerable difference in mother-child interaction between the B group and the control group showed that the book lending program gave children more interest in reading by providing more reading experience suitable for the children's development and it also raised the level of mother-child reading interaction by motivating the mother to have more interest in the kindergarten activity and to read the children more books. In short, the interaction level raised by the parent education and the quality of the books. Second, a difference in reading interest was found among the three group according to the book lending program including parents education. The A group obtained the highest score in reading interest, and made a considerable difference compared with the control group. Although there is a little difference between the group A and the group B, between the B group and the control group. However, the differences are not considerable. The result that the A group obtained the highest score in reading interest, and made a considerable difference compared with the control group, showed that child's reading interest was different according to the quality of the book, the way, amount, and the frequency that mother read the child fairy tales. Also, the B group with the book lending program obtained higher score than the control group with no program showed that the book lending program gives more opportunity for various genres of literatures, and cause the children's active participation by making the child choose the book of their own. In addition, providing suitable book for child in the book lending program is another important factor affecting the reading interest, because reading interest is high when given interesting and suitable activity for child. Finally, a difference in reading ability was found among the three groups according to the book lending parents education program. The A group obtained the highest score in reading interest, and made a considerable difference compared with the B group, and the control group. Although there was a little difference between the group A and the group B, between the B group, and the control group. However, the difference was not considerable. The result that there was a considerable difference in reading ability between the group A and the control group showed that child's reading ability through the reading activity was influenced by the quality of the book and how to read the book to the child. Also, the result that there was not a considerable but a little difference in reading ability between the group B and the control group showed that child's reading ability through the reading activity was influenced by the quality of the book.