The Effects of Toys Related to Literacy and Parent-child Relational Factors on Language Abilities According to Socioeconomic Status

저소득.일반 가정 영유아의 언어능력에 영향을 미치는 언어관련 놀잇감 및 부모-자녀 관계 관련변인 연구

  • 김명순 (연세대학교 아동.가족학과) ;
  • 김길숙 (연세대학교 생활과학연구소) ;
  • 손승희 (한남대학교 아동복지학과) ;
  • 유정은 (경인여자대학 유아교육학과) ;
  • 이민주 (경인여자대학 유아교육학과) ;
  • 이윤선 (한남대학교 아동복지학과) ;
  • 조항린 (여주대학 보육학과) ;
  • 한찬희 (경인여자대학 유아교육학과)
  • Received : 2010.04.29
  • Accepted : 2010.07.08
  • Published : 2010.08.31

Abstract

The present study sought to examine parent-child relational factors associated with young child's language abilities according to socioeconomic status. To do so, the survey responses of 2,269 parents of 0- to 5- year-olds, taken from research on the Actual Condition of Korean Children and Youth were analyzed. The results were as follows : (1) Low-income families had significantly fewer toys related to literacy than middle and upper-income families. (2) There were fewer instances of parent-child play interactions as well as lower scores of parenting styles and beliefs in low-income families than in middle and upper-income families. (3) Although there was no difference in terms of language abilities from 0- to 1-year-old children according to socioeconomic status, 2-, 3-, 4- and 5-year-old children from low-income families exhibited significantly lower language scores than children from middle- and upper-income families. (4) Toys related to literacy and parent-child relational factors were positively related to children's language abilities. (5) It can be further argued that toys related to literacy and parent-child relational factors clearly predict children's language abilities.

Keywords

References

  1. 강명순(2000). 빈곤해체가정 아동의 변화 및 사회복지통합적인 접근 연구 : 특히 부스러기 선교회 아동복지교육센터 신나는 집 아동 중심으로. 강남대학교 사회복지대학원 석사학위 청구논문.
  2. 구인회 . 박현선 . 정익중 . 김광혁(2009). 빈곤과 아동발달의 관계에 대한 종단 분석. 한국사회복지학, 61, 57-79.
  3. 김길숙.김명순(2010). 가정문해환경과 교실문해환경이 유아의 이야기 이해력에 미치는 영향. 아동학회지 31(2), 119-133.
  4. 김명순(2009a). We Start 보육 .교육 영역 중재프로그램의 개발과 수행, 결과 및 전망. We Start 국제 학술대회 자료집 : 세계의 스타트 프로그램 : 빈곤아동을 위한 혁신적 접근, 57-89.
  5. 김명순(2009b). 貧困家庭の乳見のためのWE Start家庭 訪問 プログラムの適用と効果. 日本保育學會, 第 62回 大會, 日本 : 千業市, 千葉大學
  6. 김명순(2010, 출간중). 유아를 위한 예방적 언어중재 프로그램의 이론과 실제. 서울 : 다음세대.
  7. 김명순 . 김길숙.이명신(2008). 저소득 가정의 영유아를 위한 교육, 복지, 보건의 통합적 조기개입 프로그램 개발과 적용을 위한 비교 고찰. 아동과 권리, 12(2), 161-187.
  8. 김명순.채은화(2008). 경기도 안산시 저소득 가정의 유아를 위한 위스타트 기관방문 중재 프로그램의 실시와 평가 : 영우아 중재 프로그램 효과를 중심으로. 한국유아교육학회 춘계학술대회 구두발표 자료집, 603-613.
  9. 김명순.김창복. 이미화(2002). 저소득 아동의 발달과 놀이에 대한 연구. 아동학회지, 23(1), 87-104.
  10. 김명순.박찬화(2008). 초등학교 저학년 읽기부진아를 위한 읽기중재프로그램의 효과. 아동학회지, 29(5), 301-319.
  11. 김명순 .이미화(2004). 포괄적 보육서비스 : 아동교육. 서울 : 다음세대.
  12. 김명순 .황혜정.안효진(2010, 출간중). 영아기 예방적 가정연계 놀이중재프로그램의 이론과 실제. 서울 : 다음세대.
  13. 김선숙(2008). 빈곤아동 심리정서발달에 영향을 미치는 요인 : We Start 대상아동을 중심으로. 서울대학교 대학원 박사학위 청구논문.
  14. 김수희(2003). 아동의 읽기 유창성과 가정 문해 환경의 관계. 연세대학교 대학원 석사학위 청구논문.
  15. 보건복지가족부(2009). 한국 아동청소년 종합실태조사 연구.
  16. 신혜영. 김명순 (2006). 저소득 가정 부모의 문해 발달 태도 및 가정 문해 활동과 유아의 어휘력, 인쇄물 개념간의 관계. 아동학회지, 29, 199-212.
  17. 이은해 .이정림 .김명순.전혜정(2010). 저소득 아동의 초기 학교적응과 학업수행에 관한 종단적 연구. 아동학회지, 31(1), 65-82.
  18. 정지연(2004). 아동의 가정문해환경과 인쇄물 개념과의 관계. 연세대학교 대학원 석사학위 청구논문.
  19. Belsky, J. (1984). The determinants of parenting: a process approach. Child Dewlopment. 55. 85-96.
  20. Berger, L. M., Paxson, C., & Waldfogel, J. (2009). Income and child development. Children and Youth Services Review, 31, 978-989. https://doi.org/10.1016/j.childyouth.2009.04.013
  21. Brooks-Gunn. J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children. 7, 54-71.
  22. Conger, R., GE, X., Elder, G., Lorenz, F., & Simons, R. (1994). Economic stress, coercive family process, and developmental problems of adolescents. Child Development, 65, 541-561. https://doi.org/10.2307/1131401
  23. Crnic. K., & Greenberg, M. (1987). Maternal stress, social support and coping : Influences on early mother-child relationship. In C. F. Z. Boukydis (Ed.), Research on support for parents and infants in the postnatal periods (pp. 25-40). Norwood, NJ : Ablex.
  24. Ervin-Tripp, S. M. (1991). Play in language development. In B. Scales, A. Almy, M. Almy, A. Nicolopoulou, & S. M. Ervin-Tripp, (Eds.), Play and the social context of develpment in early care and education (pp. 84-98). New York: Columbia Teachers College.
  25. Espy, K. A., Molfese, V. J., & DeLalla, L. F. (2001). Effects of environmental measures on intelligence in young children : Growth curve modeling of longitudinal data. Merrill-Palmer Quarterly, 47, 42-73. https://doi.org/10.1353/mpq.2001.0001
  26. Goodman, A. & Gregg, P. (2010). Poorer children's educational attainment : How important are attitudes and behaviour? Joseph Rowntree Foundation Report.
  27. Gordon. I. J. (1975). The Florida Parent Education Early Intervention Projects : A Logitudinal Look (ERIC Document Reproduction Services No. ED 100492).
  28. Gray. L. S. (1995). Taking from books by asking questions. Journal of Research in Childhood Education, 10, 23-28. https://doi.org/10.1080/02568549509594684
  29. Halpern, R. (2000). Early childhood intervention for low-income children and families. In J. P. Shonkoff, & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 361-386). Cambridge, UK : Cambridge University Press.
  30. Hannan, K., & Luster, T. (1991). Influence of parent, child, and contextual factors on the quality of the home environment. Infant Mental Health Journal, 12(1), 17-30. https://doi.org/10.1002/1097-0355(199121)12:1<17::AID-IMHJ2280120103>3.0.CO;2-3
  31. Hart, B., & Risley, T. R. (1992). American parenting of language-learning children : Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096-1105.
  32. Heath, S. B. (1983). Ways With Words : Language, life, and work in communities and classrooms. London : Cambridge University.
  33. Holloway, S. D., Fuller, B., Hess, F. D., Azuma, H., Kashiwagi, K., & Gorman, K. (1990). The family's influence on achievement in Japan and the United States. Comparative Education Review, 34(3), 196-208.
  34. Lee, K. Y., & Kim, M. S. (2006). Mother-child interactions in picture-book reading and children's language ability among low-income. Journal of ARAHE, 13(1), 39-49.
  35. Madden, J., O'Hara, J., & Levenstein, P. (1984). Home Again: Effects of the Mother-Child Home Program on Mother and Child. Child Development. 55(2), 636-647. https://doi.org/10.2307/1129975
  36. McCormick, C., & Mason, J. M. (1986). Intervention procedures for increasing preschool children's interest in and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy : Writing and reading (pp. 90-115). Norwood, NJ : Ablex.
  37. Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221-230.
  38. National Institute of Child Health and Human Development Early Child Care Research Network (1999). Child care and mother-child interaction in the first three years of life. Developmental Psychology, 35, 1399-1413.
  39. National institute of Child Health and Human Development Early Child Care Research Network (2005). Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade. Child Development, 76(4), 795-810. https://doi.org/10.1111/j.1467-8624.2005.00878.x
  40. O'Connell, J. C., & Farran, D. C. (1982). Effects of day care experience on tne use of intentional communicative behaviors in a sample of socieconomically depressed infants. Developmental Psychology, 18. 22-29.
  41. Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120.
  42. Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations : Home and school influences on literacy. Cambridge, MA : Harvard.
  43. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading : Evidence from a longitudinal structural model. Developmental Psychology, 38. 934-947.
  44. Tomasello, M., & Farrar, M, J. (1986). Joint attention and early language. Child Development. 57, 1454-1463. https://doi.org/10.2307/1130423
  45. Tomopoulos, S., Dreyer, B., Tamis-LeMonda, C., Flyn, V., Rovira, I., Tineo, W., & Mendelsohn, A. L. (2006). Books, toys, parent-child interaction, and development in young Latino children. Ambulatory Pediatrics, 6(2), 72-78. https://doi.org/10.1016/j.ambp.2005.10.001
  46. Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606-621. https://doi.org/10.2307/1131404