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Korean J Child Stud > Volume 25(2); 2004 > Article
Korean Journal of Child Studies 2004;25(2): 41-57.
영아를 위한 대화식 그림 책 읽기 교사교육 프로그램의 효과
이미화 , 김명순
A Dialogic Picturebook Reading Program: Effects on Teacher-Toddler Interactions and on Toddler Language
Lee Mi Hwa , Kim Myeong Sun
Abstract
Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers` verbal behavior and coding of toddlers` verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.
Key Words: toddler-teacher verbal interaction, dialogic picturebook reading, toddler`s vocabulary
주요어: 영아-교사의 언어적 상호작용, 대화식 그림 책 읽기, 영아의 어휘
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