Earticle

초록

영어

This study examined how different types of adult-child interactions can potentially promote preschoolers' literacy development during their emergent literacy period. Although it is believed that most children learn how to read in formal kindergarten or elementary school settings, experiences during the preschool years could set the stage for their literacy development. Particularly, this study targeted individuals in storybook reading sessions at public libraries. Attending various types of storybook reading sessions at libraries led children to initiate social interactions, and illustrated apprenticeship. The first obvious interaction occurred between the teacher, who was also the storyteller, and the children. Rather than directly providing the correct answers to questions, teachers often asked students simple questions to elicit their attention. The second but most active interaction, between parents and children, was one of the primary concerns of this research. Parents could motivate or even verbally or nonverbally control their children's behaviors. In addition, the case of a father with an adopted child provided a unique example of an adult-child interaction.

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1. Emergent Literacy
  2.2. Shared Storybook Reading(SSR)
  2.3. Apprenticeship
 3. Method
  3.1. Research Context and Participants
  3.2. Data Collection and Analysis
 4. Results and Discussion
  4.1. Parent-Child Interactions
  4.2. Storyteller-Child Interactions
  4.3. A Special Case: A Family with an Adopted Child
  4.4. Interactions among Siblings
 5. Conclusion and Implication
 References

키워드

발생적 문해 견습 같이 그림책 읽기 미취학아동 어른과 아이의 상호작용 읽기 emergent literacy apprenticeship Shared Storybook Reading(SSR) preschooler adult-child interactions reading

저자

• Yoon Jung Kim [ Pusan National University ]

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