국민학교 초기의 사회적 수용도에 영향을 미치는 변인들의 탐색을 위한 종단적 연구

마송희(Song Hee Ma) 한국교육심리학회 1994 敎育心理硏究 Vol.8 No.2

유치원 영어교육의 타다성 및 교수방법에 관한 고찰

마송희(Song Hee Ma) 한국영유아교원교육학회 1997 유아교육학논집 Vol.1 No.2

영유아언어교육 관련 연구의 경향분석 -국내박사학위논문을 중심으로

마송희 ( Song Hee Ma ) 한국어린이문학교육학회 2012 어린이문학교육연구 Vol.13 No.3

본 연구는 영유아언어교육과 관련된 논문 중에서 2000년부터 2011년 사이에 발표된 국내 박사학위논문 95편의 연구방법과 연구내용을 분석하였다. 유아교육 연구동향에 관한 선행연구에서 사용된 연구방법 분석틀 이외에 연구유형에 따라 기초연구와 응용연구로 구분하였다. 영유아언어교육 연구 동향에 관한 선행연구들에서 사용된 내용분석 기준은 일관성, 포괄성, 상호배타성면에서 문제가 있었다. 이러한 문제점을 보완하여 학습자 변인 분석 기준과 지도방법 변인 분석 기준을 따로 작성하였다. 연구결과 실험연구가 반 정도를 차지하였으며, 문화기술연구, 인과비교 연구, 상관연구가 뒤를이었다. 연구유형별로 보면 기초연구보다는 응용연구가 많이 이루어졌다. 연구내용 중 학습자 변인은 음성언어가 문자언어보다 더 많이 이루어졌다. 음성언어 변인으로는 언어적 상호작용, 언어능력, 어휘력, 언어표현, 의사소통, 그리고 이야기 이해변인 등 다양한 변인들이 다루어졌으나, 문자언어 변인은 읽기· 쓰기 능력, 문해능력과 책 읽기 발달에 집중되어 있었다. 지도방법 변인으로는 책 읽어 줄 때 언어적 상호작용 유형과 책 관련 활동이 가장 많이 연구되었다. A major goal of the present study was to examine research trends regarding language arts education for young children. Analyses were conducted on 95 domestic doctoral dissertations on language arts education for young children published between 2000 and 2011. Analyses were made on the methods and the contents of the research. The tools used for analysis in previous studies were modified, because the items in the tool lacked consistency, inclusiveness, and mutual exclusiveness. The tool for analyzing the variables on the language arts educations for young children were divided into two parts, one of which is on the learner variables and the other is on the teaching strategy variables. The results of this study indicate that more than half of the studies used experimental methods, followed by ethnographic studies, causal-comparative researches, correlational studies, and developmental studies. There was more applied research than basic research. Basic research includes ethnographic studies, developmental studies, correlational studies, whereas applied research includes mostly experimental studies, ethnographic studies. The findings on the content shows that there was more research addressing oral languages than written languages. Among oral language variables, general language abilities, verbal interaction between adults and children, vocabulary, and language expression abilities were the most frequently studied variables followed by communication, story comprehension, phonemic awareness, and private speech. Reading and writing abilities were the variables which were most frequently studied among written language variables, followed by book reading and literacy. Among the variables on teaching methods, book reading styles, and book related activities were most frequently.

코메니우스, 페스탈로찌의 교육사상과 기독교 유아교육

마송희(Song Hee Ma) 한국영유아교원교육학회 2001 유아교육학논집 Vol.5 No.1

동시 재구성 활동에 나타난 유아의 구문능력에 관한 연구

마송희(Ma Song-Hee) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.65

본 연구는 선행연구에서 어휘력, 이야기 구성력, 창의력 등을 증진시키는 것으로 알려져 왔던 동시 재구성 활동에서 유아들이 재구성한 단어나 구절을 분석함으로써 5, 6세 유아들의 구문능력을 알아보았다. 그들이 재구성한 부분을 내용분석의 방법으로 특징을 분석하였으며, 점수화하여 5세와 6세 유아들 구문능력의 차이를 살펴보았다. 또한, 동시 재구성 활동에 나타난 구문능력이 문장이해력, 구문인식능력과의 어떤 상관관계가 있는지 알아봄으로써 유아 구문발달에 대한 평가방법으로 활용 가능성을 알아보았다. 연구결과, 동시 재구성 활동에 나타난 구문능력은 5세와 6세 사이에 의미 있게 발달하였으며, 문장 이해력이나 구문인식능력과 의미 있는 상관이 있었다. 유아교육분야에서 소홀히 다루어져왔던 구문발달과 구문지도에 대한 후속연구를 논의 부분에서 제안하였다. Although the syntactic ability developed rapidly during preschool years, not many studies have been done on the syntactic ability in early childhood education. This study explored preschoolers' syntactic ability while they were engaged in the activity of substituting some words and phrases in children's poetry they read, which was similar to the cloze test. Statistical analysis and content analysis were done on the words and phrases they substituted. Syntactic awareness test and sentence comprehension test were also conducted and the relationships with the cloze test score were investigated. The results revealed that six year old scored higher than five year olds on the cloze test, syntactic awareness. Cloze test scores were significantly related with syntactic awareness, and sentence comprehension. The activity of substituting some parts of the poetry, whose educational value was well known in terms of vocabulary, language expressive ability, creativity, syntactic awareness, was suggested as one measure of syntactic ability in this study.

문학을 활용한 음운인식프로그램 개발연구

마송희(Ma Song Hee) 한국육아지원학회 2006 육아지원연구 Vol.1 No.2

많은 연구들이 음운인식능력이 읽기능력을 가장 잘 예언해주고 있는 변인이며, 체계적인 훈련에 의해서 향상될 수 있다는 것을 밝혔음에도 불구하고 국내에서는 유아들의 음운인식능력에 대한 관심과 이를 체계적으로 향상시키려는 노력이 저조했다. 국내에서 개발된 음운인식프로그램의 대부분은 읽기장애아들을 대상으로 한 것이며, 음운인식기술을 의미있는 맥락과 동떨어져서 독립적으로 가르쳐왔다. 이러한 방법이 문자의 의미나 기능, 문해에 대한 동기를 간과하며 유아들에게 부적합하다는 점이 지적되어왔으나, 구체적인 방안이 제시되지 못 하였다. 본 연구는 총체적인 맥락에서 동요․동시, 그리고 동화를 활용한 수업에 음운인식활동들을 통합시킴으로써 유아의 음운인식능력을 증진시키며 운을 주요 요소로 삼는 동요․동시 등의 문학작품에 대하여 흥미를 느끼도록 하는 것을 목적으로 한다. 선행연구들을 검토하여 음운인식의 하위과제와 난이도를 정했으며, 본 프로그램이 시행될 유치원 교사들과 협의하여 유치원에서 이루어질 주제와 통합될 수 있는 동요․동시, 동화를 선정하였으며, 각 문학작품을 활용할 수 있는 음운인식활동을 구성하였다. Although researches on beginning readings have consistently shown that phonemic awareness is one of the most powerful predictive variables of reading abilities, not many phonemic awareness programs have been developed in Korea. This study develops the phonemic awareness programs in holistic meaningful context using poetry, songs, and predictable literature. Content related activities as well as phonemic activities are included in the program. Children are encouraged to be aware of the sound of the words by reading aloud, shared reading, shared writing, independent writing activities. Activities of segmentation, identification of words, syllables, and phonemes are introduced in this study. Identifying onset and rhyme, manipulation of phonemes such as deletion, addition, blending of phonemes are also included. It was found that although there were some sound awareness activities at letter level, there were few activities at phonemic level in the preschool. The relative importance of onset and rhyme was compared in Korean and English native speakers, and it was discussed that we also need to pay attention to the rhyme as well as onset in future research.

유치원 시기의 또래관계 및 사회적 경험과 국민학교 초기의 사회적 수용도와의 관계에 관한 연구

마송희(Song Hee Ma) 한국아동학회 1994 아동학회지 Vol.15 No.1

The purposes of this study were (1) to explore the stability of social acceptance when children transferred from kindergarten to elementary school, and (2) to identify factors that predict children`s social acceptance in new school environments. Twenty two children of `J` kindergarten who were transferring to `S` elementary school were sampled at the end of their kindergarten year. They were administered social acceptance tests, a school readiness test, and the simplified version of the Preschool Behavior Questionnaire. A sample of 135 children including the 22 children of `J` kindergarten were administered social acceptance tests in the middle of the first grade of elementary school and questionnaires on their children`s social experiences were completed by their parents. Social acceptance scores were found to be stable from kindergarten to elementary school. School readiness test scores and distractibility ratings by preschool teachers were moderately correlated with post-transition social acceptance. Among the social experiences variables, duration and number of preschool experiences were significantly correlated with social acceptance in the first grade of elementary school. There were no significant differences of social acceptance score according to the type of kindergarten.

유아음악과 언어의 통합교육에 대한 이론 및 교수방법에 관한 문헌연구

마송희 ( Song Hee Ma ) 한국유아교육학회 2015 유아교육연구 Vol.35 No.5

본 연구는 유아교육분야에서 유아음악과 언어의 통합교육의 바람직한 방향을 모색하기 위하여 음악과 언어의 학문적 연관성을 알아보며, 유아언어·음악 통합교육의 교수방법을 검토하는 것을 목적으로 하였다. 음악과 언어의 학문적 연관성을 알아보기 위해서 음악과 언어의 유사성과 차이점에 관한 국내외 경험적 연구와 뇌과학 연구를 검토하였으며, 구체적인 교수방법을 알아보기 위해서 최근 10년간 국내 학술지에 발표된 유아언어·음악 통합교육 연구중에서 음악과 언어를 통합하여 프로그램을 구성한 연구 58편을 검토하였다. 언어가 구체적,기능적이며, 음악은 추상적, 심미적이라는 차이점이 있으나, 음악과 언어의 구성요소와 구성원리가 유사하였다. 음악은 우뇌, 언어는 좌뇌에서 담당한다는 전통적인 생각과 달리 음악과언어는 활동에 따라 좌뇌와 우뇌에 걸친 여러 영역이 활성화되었다. 청지각능력과 리듬능력,그리고 구문능력은 음악과 언어활동을 하는데 공통적으로 필요했으며, 뇌에서 작동하는 부위도 유사하였다. 최근 10년간 발표된 유아음악·언어통합교육 연구는 노래, 음악감상, 음악극,동화를 중심으로 활동을 구성하였으며, 유아음악능력이나 언어능력뿐 아니라 감성지능, 사회성 등에 긍정적인 영향이 있었다. 통합교육의 교육적 효과는 두 학문 분야의 유사한 특성이 있을 때 촉진되었으나, 두 학문분야의 상이한 특성이 서로 보완하여 유아의 흥미와 동기를 높이기도 하였다. This study aims to establish theoretical rationale for the integration of language and music in early childhood education, and to review teaching strategies and the effect of the integration on children’s development. Empirical studies and brain researches are reviewed to identify the similarity and difference between language and music. Fifty eight domestic studies using programs integrating language and music published last 10 years are reviewed to find out teaching strategies of integrating language and music and their effect on children’s development. Recent brain researches found that language and music share some cognitive processing abilities, such as auditory perception, syntactic ability, rhythmic ability, and that music activates many different parts of the brain depending on the musical activities. The programs integrating language with music in early childhood education are focused on songs, listening to classic music, music drama, story, etc., the effects of which are musical ability, language ability, social ability, and emotional intelligence, etc. Similarities between language and music serve as theoretical rationale for the integration of language and music. Language and music share some properties such as volume, tempo, pitch, rhythm, and as words are composed into phrases, notes are composed into musical phrases. These common properties make it possible to create “song”, which attracts so many people as well as children. Differences as well as similarities also became a rationale for integration. Some children who are not good at language but good at music can be taught language with musical approach.

그림책에 기초한 균형적 언어활동이 유아의 언어이해력과 읽기·쓰기능력에 미치는 영향

김선영(Sun Young Kim),마송희(Song Hee Ma) 한국열린유아교육학회 2014 열린유아교육연구 Vol.19 No.2

본 연구의 목적은 그림책에 기초한 균형적 언어활동을 구성하고 이를 적용한 후 유아의 언어이해력과 읽기·쓰기능력에 미치는 영향을 밝히는데 있다. 의미중심 활동과 음운인식 및 파닉스 활동을 균형 있게 구성하였으며, 의미중심 활동에는 유아들의 이야기 이해를 도와줄 수 있는 다양한 이해전략을 활용하였다. 이 연구를 위하여 대전광역시에 위치한 유치원의 2개 학급 유아 56명을 실험집단과 비교집단으로 선정하였다. 7주 동안 실험집단은 균형적 언어활동을 진행하였으며, 비교집단은 총체적 언어활동을 실시하였다. 실험처치의 효과를 알아보기 위해 구문 이해, 이야기 이해, 읽기, 쓰기능력에 대해 사전검사와 사후검사를 실시하였다. 분석결과 그림책에 기초한 균형적 언어활동을 통해 쓰기능력은 가장 두드러진 효과가 나타났으며, 이야기 이해와 읽기능력도 어느 정도 향상되었으나 구문 이해력은 거의 영향을 받지 않았다. The purpose of this study is to develop a balanced language activities using picture books and to investigate their effects on young children`s sentence comprehension, story comprehension, reading and writing abilities. The study selected 56 children in two classrooms of 5-year-olds (average age 5 years and 9 months) in a kindergarten in Daejeon City Children in one classroom were given balanced language activities developed specially for this study, and the children in the other classroom were given whole language activities regularly carried out prior to the experiment. The language activities emphasized enhancing story comprehension and phonemic awareness. The activities included such comprehension strategies as story retelling, graphic organizers, debates, quiz making, making scenarios out of narrative stories, and identifying books which have a similar story schema. For phonetic awareness activities the study included awareness, substitution, and deletion of words, syllables, and phonemes. The experiment was conducted for seven weeks from May to July of 2012. Results of this study show that the writing ability of the experimental group were significantly higher than that of comparison group, while there were no differences in sentence comprehension. There was some differences in story comprehension and reading ability, though not reaching significant level. It was concluded that the language activities developed for this study are most effective at enhancing writing, while more time would be needed for these activities to enhance story comprehension and reading ability.

노래와 그림동화책을 활용한 영어교육활동이 유아의 어휘력과 이야기회상에 미치는 효과

마송희,오채선 한국영유아보육학회 2002 한국영유아보육학 Vol.0 No.30

This study developed an English education activities for preschoolers based on songs and picture books, and explored the effect of those activities on their vocabulary acquisition and story recall. Two storybooks were used for this study, and part of the contents of the book were made into songs. Fifty one 4-5 year old children were participated in this study. Three group sessions and free activities and a few transition activities were done on one book. Receptive and expressive vocabulary tests were administered before and after the activities. Story recall tests were done after the activities. Preschoolers' knowledge of Korean vocabularies and memory span were also examined before the activities. Results show that both receptive and expressive vocabulary of preschoolers improved after the activities. Most of the subjects were able to recall the story which were made into songs very well, whereas they could hardly recall the part which were not made into songs. Their knowledge of English and Korean vocabulary was positively correlated, and it was discussed in terms of the interference of foreign language learning on mother tongue.