본 연구는 유아교육기관의 그림책 제공 실태와 교사의 인식을 알아보기 위한 것이다. 연구 대상은 유 치원과 어린이집에 근무하고 있는 교사 356명이며 질문지를 통해 자료를 수집하였다. 그림책 제공 실 태에 대한 분석 결과, 첫째, 교실에 제공된 그림책 수는 20권 이하라고 응답한 비율이 가장 높았으며 기관유형, 교육경력, 교사학력, 전공분야, 담당 연령에 따라 유의한 차이가 있었다. 둘째, 학급에 있 는 그림책을 교체해 주는 시기에 대해서는 생활주제가 바뀔 때 모두 교체한다고 응답한 경우가 가장 많았으며 지역 규모별에 따른 차이가 유의미하게 나타났다. 셋째, 그림책을 제공할 때 고려하는 사항 은 생활주제가 가장 높게 나타났으며 담당연령별로 유의한 차이가 나타났다. 그림책 제공에 대한 교 사 인식을 분석한 결과 첫째, 교실에 그림책을 제공할 때 교사들은 사실그림책을 선호하는 것으로 나 타났으며 변인별 차이는 없었다. 둘째, 그림책을 통한 기대효과에 대해서는 책읽기에 대한 흥미 증진 이 가장 높은 비율로 나타났으며 변인에 따른 유의한 차이는 없었다. 본 연구의 결과는 문해 교육을 위한 환경의 편차를 줄이기 위한 기준 도입이 필요하다는 것과 문해 환경으로서의 그림책의 중요성 및 활용에 대한 교사교육이 필요함을 시사한다.
Picture book is one of the major educational materials as well as a literacy environment that can provide chance for children to meet prints in their everyday lives. In order to provide information regarding quality environment for literacy education, this study aims to understand early childhood teachers’ practices and perceptions regarding picture books and to investigate the differences according to teacher variables including institution types, educational level, major, teaching experiences, and the children’s age currently teaching. Research questions are as follows: 1. How do the practices of providing picture books in early childhood classrooms and are there differences according to teacher variables? 2. How do the teachers’ perceptions regarding picture books in early childhood classrooms and are there differences according to teacher variables? Questionnaires were developed based on previous studies that focused on literacy environment and finalized after pilot studies. Questionnaires were collected from 356 early childhood teachers across Korea. Findings of the study are as follows: As for teaching practices, first, most teachers answered that number of picture books provided in the classroom was less than 20 and there was a statistically significant differences according to the types of institution, teaching experience, major, and children’s age. Second, most teachers answered that they changed books when the themes are changed. There was a significant difference according to the scale of the location. Third, teachers considered themes of the class as the most important thing to consider when provide picture books and there was a significant difference according to the children’s age. Regarding perceptions, there was no significant differences according to variables. First, teachers prefer real stories when they provide picture books and there was no significant differences according to the teacher variables. Second, there was no significant differences according to the teacher variables regarding the expectation through picture books and most teachers expect to strengthen children’s interests on book reading. The findings of the study imply the need for the common standard of educational environment in order to close the gap according to the types of institution. In addition, it also indicates that teacher education regarding the educational effects of picture books.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 결론
