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상황별 동화중심의 언어교육 프로그램이 발달장애 유아의 언어능력에 미치는 효과 원문보기
(The) Effcct of Language Education Program for Developmentally Disabled Infant in Situation Fairy Tale

  • 저자

    이숙란

  • 학위수여기관

    창원대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    특수교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 78p.

  • 키워드

    상황별 동화중심 언어교육 발달장애 언어능력;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168290&outLink=K  

  • 초록

    This study is designed to take a look at the influences of language education programs based on situational fairy tales on the development of the receptive and expressive language abilities, family environment language, social environment language, and health environment language of developmentally disabled infants. With this in mind, the researcher worked with three children with down syndrome among the developmentally disabled children attending a kindergarten established as an integration to an elementary school in the city of Changwon. With a view to assessing infants' receptive and expressive language abilities and environmental language abilities, the researcher relied on Kim Yeong-tae's adaptation of preschool language scale developed by Zimmerman and Steiner, describing environmental language response by situation with the help of quality approaches and making a choice of situational fairly tales as situational environment language programs designed by the researcher on the basis of the basic research of the language education program for the developmentally disabled students by the Korea Institute for Special Education. The researcher treated and made a comparative analysis of the findings of a pretest and a post test in relation to the language programs based on situational environmental fairly tales in terms of percentage, making a qualitative approach and introducing a language test of the language responses of the programs in terms of percentage. The following are the findings. First, child A, child B, and child C had their receptive language abilities improved. In particular, child C was most improved, who was followed by child A and child B in the right order. Second, the survey on expressive language abilities shows that child A was greatly improved, which was followed by child B and child C in the right order: child C showed no sign of improvement. Third, the survey on the development of daily environment language abilities reveals that the three subjects were equally improved. The survey on the language response based on situational fairy tales by week reveals that child A were lacking in concentration, obstinate and passive in the beginning of the programs and that the subject was better in terms of interest and participation in activities and shouting when the words sound familiar to the infant. Child B was very positive, and engaged actively in interaction with other infants and the teacher and expressed his opinions in the form of sentences. Child C used to show many maladjustive behaviors, having hard time concentrating or seating himself in the beginning. But the child went through a change: he listened actively to fairly tales or sounds and mimicked the rhythmic movement of the teachers while sitting on his chair. Forth, the subjects showed improvement in terms of receptive language abilities, expressive language abilities, and daily environmental language abilities according to the pretest and post-test. With the aid of situational fairy tales, a subject with high IQ showed maladjustive behaviors, while a subject with low IQ showed more positive improvement. All in all, the fairly tales serve not only as agents for indirect experiences but also as inducers to various activities. Situational fairly tales linked with various activities can facilitate the language acquisition and development of infants and they can integrate contents learning and process learning, helping children to develop their abilities to use language through active and passive activities.


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