Abstract
Background and Objectives: The graphic symbol of augmentative and alternative communication (AAC) should reflect the vocabulary required in the environment to which the user belongs. At present, the domestic AAC symbols available for young children do not adequately cover symbols related to play activities and interactions, which make up the majority of early childhood educational activities. Some of the available symbols lack context-specific characteristics. This study attempted to develop play-based vocabulary and graphic symbols that young children with disabilities could use in early childhood special education settings by reflecting the characteristics of play-based early childhood special education. Method: Play-related routines in early education settings were analyzed, and their vocabulary was collected and classified. The existing AAC graphic symbols in Korea were reviewed to develop the necessary vocabulary. After evaluating the validity of the vocabulary list, a play-based graphic symbol was developed accordingly. The validity of the developed graphic symbols was verified for early childhood special education teachers and then modified and supplemented. Results: A total of 36 picture symbols were developed, including 20 vocabulary words and graphic symbols related to play activities and 16 vocabulary words and graphic symbols related to play interaction. Conclusion: The developed symbols have the advantage of satisfying the needs of the augmentative and alternative communication of young children with disabilities by reflecting a play-oriented curriculum. A follow-up study on vocabulary and symbols necessary for routines other than play activities is needed.
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