4∼5세 유아의 발생적 쓰기 발달 양상

Abstract

Objectives The purpose of this study was to explore the writing development patterns of 4-5 year old children from the perspective of emergent literacy.
 Methods For this purpose, writing data were collected twice in the first (June) and second (December) semesters from 130 children aged 4 to 5 years in Daegu and Gyeongbuk. To promote children's writing, wordless picture books were used. Data analysis in this study used qualitative content analysis.
 Results The developmental aspects of emergent writing of 4-5 year old children can be divided into ‘pre-conven-tional writing aimed at communication’, ‘language’, and ‘conventions.’ Pre-conventional writing involves ‘picture quality’ and ‘sophistication of symbols.’ Language includes ‘quality of narrative genre’, ‘sophistication of vocabu-lary’, and ‘quantity and quality of ideas.’ Conventions include ‘punctuation and spacing’ and ‘sophistication of spelling.’
 Conclusions Based on these research results, I suggest implications for future writing research and education in young children. Interpretation about children's writing may vary depending on theoretical perspectives on writing, so teachers and parents must have a sufficient understanding of emergent writing. Since young children are active participants in literacy activities, it is necessary to provide a physical, psychological, and human environment for young children. I suggest using wordless picture books as one of the ways to promote children’s writing.