Acknowledgement
Supported by : 원광대학교
Korean Journal of Child Studies (아동학회지)
- Volume 29 Issue 1
- /
- Pages.355-371
- /
- 2008
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- 1226-1688(pISSN)
- /
- 2234-408X(eISSN)
Analysis of the Conceptual Map of Kindergarten Teachers Concerning the Content of Literature Instruction
유아문학교육내용에 대한 유아교사의 개념도 분석
- Sim, Sung Kyung ;
-
Yi, Hyo Sook
(Department of Early Childhood Education, Kwang-Ju Health College)
;
- Byon, Kil Hee ;
- Kim, Eun Ah ;
- Park, Yu Mi
- 심성경 (원광대학교 유아교육과) ;
-
이효숙
(광주보건대학 유아교육과)
;
- 변길희 (원광대학교 유아교육과) ;
- 김은아 (대전근로복지공단 어린이집) ;
- 박유미 (우송정보대학 보육교사 교육원)
- Received : 2007.10.31
- Accepted : 2008.01.10
- Published : 2008.02.28
Abstract
Concept mapping was used to investigate kindergarten teachers' knowledge about early childhood literature instructional content. Participants were 87 teachers recruited by the Provincial Authority for Supervision of Education in Jeonam Province. Data were analyzed by Yun's (1998) method based on Novack & Gowin (1984), Morine-Dershimer (1993), and Markham et al. (1994). Findings were that (1) the majority of the participants perceived superordinate concepts of early childhood instructional content in literature to be typesof literature, reading, writing, speaking, expression, and listening. Subordinate concepts were stated by 456 different words. (2) Types of literature and writing were highest in frequency of superordinate concepts and were also high among subordinate concepts and hierarchy. (3) Teachers' concepts varied by teaching careers in writing and reading.
Keywords