유치원 교실에서 이루어지는 만 4세 유아의 자발적 쓰기 양상 분석

초록

The present study intended to find out the meaning of child initiative writing in emergent literacy by analyzing how young children write spontaneously in order to present the importance and meanings of writing as a tool of communication and expression. Two four-year-old children classes were selected and the study focused on four-year-old children's spontaneous writing in the classroom. In this article “young children's spontaneous writing” means “a writing that young children choose at a free choice time in the class.” Research findings revealed that, first, the purposes of spontaneous writing of four-year-old children were providing information, expressing imagination, communicating, copying, and heuristic writing. Providing information includes showing ownership, writing the title of an artwork, and informing knowledge and information children know. Second, the contents of children's writing are related to themes of the curriculum at early childhood centers and everyday life experiences, such as numbers, love and friendship, creative story, science, and foreign language. Third, looking at the characteristics of spontaneous writing of four-year-old children, children show all different levels of stages, such as scribbling, letters-random, pre-phonetic invented spelling, phonetic invented spelling, and conventional writing even though they are in the same age group.

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