아버지와 어머니의 문해 신념 및 문해 상호작용이 유아의 어휘력에 미치는 영향

Abstract

This study focused on 120 children age four-five and their parents examining the parents’ literacy beliefs and literacy interaction and how the two variables affect their children’s vocabulary. The subjects were 120 children and 120 parents in Seoul, Gyeonggi Province and Sejong City.BR ‘Parental literacy beliefs’ and ‘literacy interaction of parents’ were measured using questionnaires by Lee and Kim (2011) and Son and Kim (2012). To estimate the vocabulary of the children, this study used the Receptive Expressive Vocabulary Test: REVT (Kim, Hong, Kim, Jang, & Lee, 2009). A researcher visited institutes and conducted the procedure individually. The data was analyzed using the t-test, Pearson’s correlation, and the multiple regression.BR The results of this study are as follow. First, there was a statistically significant difference between each parent’s literacy beliefs. There was also a statistically significant difference between each parent’s literacy interaction. Second, there were significant correlations between each parent’s literacy beliefs and literacy interactions. Interestingly, The higher the fathers’ beliefs in literacy, the more openly they interacted, and the more they read and interacted with pictures. Additionally, the higher the mothers’ beliefs, the more open interaction with picture-book reading interaction and the more directive interaction. Third, we examined the effects of each parent’s literacy beliefs and literacy interactions on children’s vocabulary skills. The father’s ‘parental role’ and the mother’s ‘parental reading influence’ showed significant influence over the vocabulary skills of the children. Also, the children’s vocabulary skills and father’s ‘picture-book reading interaction showed significant influence. In conclusion, the interaction between each parent’s literacy beliefs and father’s literacy interaction influences their children’s vocabulary skills.