이름글자를 활용한 3, 4세 유아 대상 한글 읽기 지도 전략

• 영문명: Strategies for Teaching Hangŭl Reading using Name Letters for 3-to 4-Year-Old Children
• 발행기관: 한국보육지원학회
• 저자명: 김영실
• 간행물 정보: 『한국보육지원학회지』제20권 제4호, 77~93쪽, 전체 17쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2024.10.31

국문 초록

Objective: The purpose of this study is to demonstrate how the letters of children' names can be used to teach Hangŭl reading to 3-and 4-year-old children. Methods: This study reviewed existing research and analyzed the characteristics of name letters in teaching Hangŭl reading, focusing on the developmental stages and patterns of 3-and 4-year-old children's understanding of these letters. Based on this analyses, teaching strategies utilizing name letters were proposed for enhancing Hangŭl reading skills in 3-and 4-year-old children. Results: First, teaching should establish a clear connection between spoken and written language. Second, a balanced approach that incorporate both meaningcentered and phonics-centered teaching methods is recommended. Third, instruction should follow a step-by-step progression based on children's reading development, particularly their awareness of word recognition. Fourth, social interaction should be actively promoted. Conclusion/Implications: By utilizing the letters of their names, an integrated and balanced approach to teaching Hangul reading tailored to the developmental needs of 3- and 4-year-olds can be provided to them. The findings of this study can serve as practical guidelines for organizing and implementing developmentally appropriate and systematic teaching Hangŭl reading in early childhood education settings.

목차

I. 서 론

Ⅱ. 한글 읽기 지도에 유용한 이름글자의 특징

Ⅲ. 한국 유아의 이름글자지식 발달

Ⅳ. 이름글자 활용 한글 읽기 지도 전략

Ⅴ. 결론 및 제언

참고문헌

키워드

teaching of Hangŭl reading knowledge of name-letters balanced approach 3-4-year-old children