The purpose of this study is to construct a literacy education program for five year old children with the application of linguistic components and examine its effects on young children？fs literacy. The research questions set up in this study are as...
The purpose of this study is to construct a literacy education program for five year old children with the application of linguistic components and examine its effects on young children？fs literacy. The research questions set up in this study are as follows.
First, how is the construction of the literacy education program for five year old children with the application of linguistic components?
Second, how are the effects of the literacy education program for five year old children with the application of linguistic components?
In order to construct the literacy education program for five year old children with the application of linguistic components, I carried out a survey on the conditions and demands of the literacy education for five year old children and an investigation of the literature. After constructing a plan for the program on the basis of the results from the research, I constructed this program by modifying the plan based on the examination of its appropriateness for development and its applicability via discussion with experts and preliminary research.
The purpose of this study is for the development of five old children？fs literacy, and its first goal is for children to experience knowledge and techniques related with morphological and semantic usages in language. Second, children read others？f writings and understand their meanings. Third, children express their own thoughts and feelings. Fourth, children have efficacy about literacy learning and usage. The educational contents include linguistic components like morphological, semantic, and pragmatic elements, and relations among individual elements. The program has been organized to enable experiences with the systematic relations among individual elements and to include morphological, semantic, and pragmatic characteristics of Korean. The teaching principles in teaching？]learning methods include the principles of integration, life？]centered, spontaneity, play？]centered, and individuation. The process of teaching？]learning was run in three steps; exploring, exercising, and applying. In the step of exploring, children discover and master linguistic knowledge by participating in literacy activities with the application of linguistic components via large group activities. In the step of exercising, children repetitively experience linguistic knowledge while interacting with teachers or other children through small group or individual activities. In the step of applying, children use linguistic knowledge through individual activities to resolve literacy tasks. The teaching strategies include motivation, association between large group activities and free selective activities, teacher？]peer modeling, explanation, and feedback. Various teaching media were used including picture books, paintings, photos, writing tools, teaching tools with the application of linguistic components, message boxes, theatrical plays etc.. The evaluation includes diagnostic, formative, and total tests.
In order to examine the effects of the literacy program for five year old children with the application of linguistic components, I applied the program for 16 weeks from May 24 to September 31 2011 with 40 children(20 in the experimental group and 20 in the comparative group) from a class for five year olds at S Child care Centers located in S？]gu and Y？]gu, Busan City as subjects. Before and after the application of the program, pre？] and post？]tests were carried out by means of linguistic knowledge, reading and semantic understanding levels, writing and semantic composition levels, and a literacy efficacy tool, and the statistical processing was done with t？]test using the SPSS program.
The effects of the literacy education program for five years old children with the application of linguistic components through such a process can be summarized as follows.
First, there were statistically significant differences in the total scores of morphological, semantic, and pragmatic knowledge of language at the level of P<.05. As for the subcategories, there were statistically significant changes shown in the morphological and pragmatic knowledge at the level of P<.05, but not in the semantic knowledge.
Second, there were statistically significant differences in story understanding at the level of P<.05, but not in reading ability. As for the subcategories, there were statistically significant differences in composition at the level of P<.05, and in order, theme, and self？]interpretation at the level of P<.01, but not in time, space, event, and solution.
Third, there were statistically significant differences in writing ability at the level of P<.05, and in story composition at the level of P<.01. As for the subcategories, there were significant differences in structural concept of story and vocabulary level at the level of P<.01, and in sentence level at the level of P<.001.
Fourth, there were statistically significant differences in literacy efficacy at the level of P<.01. As for the subcategories, there were significant differences in both reading and writing efficacy at the level of P<.01.
In conclusion, we have learned that the literacy education program for five years old children with the application of linguistic components has positive influence on increase young children？fs linguistic knowledge, levels of reading and story understanding, levels of writing and story composition, and literacy efficacy.
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