The purpose of this study was to figure out which effect the Montessori language Teaching Aids activity has on preschool children's phonological awareness and vocabulary by comparing phonological awareness and vocabulary between a group with fully 5 y...
The purpose of this study was to figure out which effect the Montessori language Teaching Aids activity has on preschool children's phonological awareness and vocabulary by comparing phonological awareness and vocabulary between a group with fully 5 years old that is active in Montessori language Teaching Aids activity at Montessori early childhood education institution and a group with fully 5 years old in its opposite early childhood education institution. For this, a research was conducted targeting 40 preschool children aged fully 5 who attend 4 places of Montessori kindergartens or child care centers in B city of Gyeonggi Province and 40 preschool children aged fully 5 who attend 4 places of general kindergartens or child care centers in N city of Gyeonggi Province and in Incheon.
To measure phonological awareness out of preschool children's early literacy ability, it used phonological awareness test, which is sub-test of being evaluated the phonological processing by ‘Basic Academy Skills Assessment: Early Literacy),’ which is a standardization test. To measure preschool children's vocabulary development, it used ‘picture vocabulary test’ made by Kim Yeong-tae, Jang Hye-seong, Im Seong-suk, and Baek Hyeon-jeong(1995). Experimental treatment was carried out for 14 weeks except holidays from September 10, 2012 to December 14, 2012. During the experimental time, the experimental group was carried out Montessori 12-week language Teaching Aids program, which was selected. The comparative group was carried out only the language activity in communication sphere. The Teaching Aids that were measured in pre-post test were carried out ANCOVA according to research problem.
The results of this study are as follows.
First, the experimental group with execution of the Montessori language Teaching Aids 12-week program showed a significant rise in phonological awareness compared to the comparative group. In other words, the phonological awareness in the experimental group with execution of the Montessori language Teaching Aids program activity was enhanced more. This can be considered that the Montessori language Teaching Aids activity can be considered to have positive influence upon improvement in preschool children's phonological awareness.
Second, as a result of examining about the effect that the Montessori language Teaching Aids program activity has on preschool children's vocabulary development, the experimental group showed a significantly high rise in vocabulary compared to the comparative group. Namely, the Montessori language Teaching Aids activity can be considered to have effect on preschool children's vocabulary development.
This study limited region and age to preschool children aged fully 5 in Gyeonggi Province, thereby being unreasonable to be generalized. What examined the effect of Teaching Aids for 12 weeks corresponds to a little short period enough to analyze the effect on preschool children's language development. Also, it gave limitation to teachers who completed the same Montessori curriculum when selecting teachers in the experimental group. An offering method is different little by little in a teaching Teaching Aids every Montessori educational institution. Finally, this study examined only phonological awareness out of basic literacy ability. Therefore, a follow-up research can be raised the necessity of longitudinal study for examining a developmental change in addition to sampling diverse ages in the broader area. Also, there is a need of examining extensive language ability available for being related to Montessori language Teaching Aids by considering teachers' characteristics and by generally measuring basic literacy ability of including even skills related to reading and writing.
Clarifying significances of this study in spite of these limitations, they are as follows. First, this study tried to compare between the preschool children aged fully 5 who attend kindergartens or child care centers with execution of Montessori language education and the preschool children in its opposite case, thereby having offered substantial information as saying that the Montessori language Teaching Aids has positive influence upon development in phonological awareness and vocabulary. Second, it is the real situation of being not performed much a research on language sphere compared to other spheres such as daily life, sense, and number among 5 Montessori spheres. An inquiry of a Montessori language education method through this study may have significance in having closely examined the effect of Montessori language Teaching Aids on preschool children who learn by using especially Korean language, namely, our country's word and writing.
이 연구는 몬테소리 유아교육기관에서 몬테소리 언어교구 활동을 하는 만 5세 집단과 그렇지 않은 유아교육기관의 만 5세 집단의 음운인식능력과 어휘력을 비교해보고 몬테소리 언어교구 ...
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