2세 영아 학급에서의 글쓰기와 문해의 발현 과정: 문화기술적 연구

Abstract

This ethnography explored the emergent writing and literacy of two-year-old children in classroom. The specific purpose of the study focuses on toddler's text appropriation from text environment and on social interaction between teachers and toddlers. The result showed that toddlers appropriated writing signs or words from their own text-environment and used it as the instrument for social interaction and communication. Specifically, they initiated social interaction by giving messages of their appropriated signs to adults as teachers, who were easily capable of communication. This led to all toddlers' involvement in message exchange in the classroom. Toddlers' marks of scribbles were also consisted of different kinds of lines and circles. Those marks have different meaning and symbolic systems: drawing and writing graphics. Even though drawing and writing graphics developed as different symbol systems in toddlers' marks, each system helped to extend each other.